(2023). Equity Is Not Equality: Prioritization, Preference and Privilege on the Neoliberal College Campus. About Campus, v28 n5 p62-67. In this article, the authors discuss that equity is the aspiration for justice resulting from the intentional distribution of capital in its myriad forms in the context of generations of state, system, and institutional oppression. The conflation of equity with equality and the white-washing of equity have upheld systems of dominance within higher education. Courageously naming this tendency advances our work shifting from equality to equity-based frameworks. Shifting to equity-based frameworks requires valor. If we do not engage with valor, the maintenance of inequitable educational environments will continue to inflict violence on minoritized communities at the cost of student learning, the core of our higher education work. This shift requires higher education institutions to grapple with complex and uncomfortable questions to examine core issues contributing to inequities…. [Direct]
(2010). The Significance of Interactions: Understanding Gender, Ethnicity/Race, and Socioeconomic Status as Related to the Likelihood of Bachelor's Degree Completion. ProQuest LLC, Ph.D. Dissertation, University of Pennsylvania. Although access to a postsecondary education has increased exponentially since 1970, access to a bachelor's degree has not grown as swiftly. Moreover, while national longitudinal trend data highlight improvements in bachelor's degree completion in the aggregate, they disguise important disparities in bachelor's degree completion across groups. Specifically, these data mask inequality in bachelor's degree attainment across and within groups, particularly groups defined by gender, ethnicity/race, and socioeconomic status. Conceptual models accompanying research on bachelor's degree completion have included both student- and institution-level characteristics. Although these models have shed light on disparities in completion with respect to gender, ethnicity/race, and socioeconomic status, few predictive models incorporate the interaction of these demographic constructs. Since gaps in bachelor's degree completion persist both within and across groups, additional consideration of… [Direct]
(2002). Transforming the Multicultural Education of Teachers: Theory, Research, and Practice. Multicultural Education Series. This book recognizes the important role teacher education programs can play in providing culturally responsive teachers for 21st century public school classrooms. It provides a range of transformative perspectives on the multicultural education of teachers, emphasizing race, racism, anti-racism, and democracy . The book includes structural suggestions for including transformative multicultural education in higher education and K-12 inservice programs; a multicultural critique of new NCATE accreditation standards for teacher education programs that offers reconceptualized assessment procedures; the historical roots of transformative multicultural education that incorporates issues of white privilege and racialized color blindness, anti-racist pedagogy, racial identity among teachers, and critical race theory; and a discussion of globalization that emphasizes its contemporary economic effects on social and educational inequities. Eight chapters are: (1) "Multicultural Teacher…
(2024). Voices of Change: Oral Histories of Ethnic Studies Leaders in Racialized Organizations. ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas. This study of implementing California Assembly Bill 1460, or mandatory Ethnic Studies (ES) in the California State University System (CSU), investigates the leadership decisions made within a set of self-governing campuses with varied institutional resources and responsibilities. This research uses an Oral History methodology, which situates personal experiences in history to illustrate how Ethnic Studies staff, faculty, and administrators navigate a racialized organization as they institutionalize a critical race curriculum and mandate within the context of individual campus histories, cultures and governances. I reviewed the literature and documented the history of the first College of Ethnic Studies, the movement's impact, challenges with sustained implementation in P-20 education, and the Ethnic Studies task force that advocated for the bill to become law. Because AB 1460 requires systemic change, I combined two organizational theories to understand these leaders' navigational… [Direct]
(2024). Sources, Conceptualizations, and Mechanisms of Racism/Oppression for Academic and Mental Health Outcomes. AERA Open, v10 n1. Interpersonal and systemic racism and discrimination persist in our educational system — from primary and secondary institutions through college, despite the forward strides of desegregation, the Civil Rights Movement, and the Black Lives Matter movement. This special topic collection identifies and applies empirically and theoretically grounded conceptualizations of racism to improve our understanding of the experience of racism, interventions to mitigate it, and protective factors. The papers in this collection reflect two themes: 1) racial and religious identities in classrooms, schools, and universities, focusing on how educators mitigate and perpetuate systemic racism, including how White teachers understand the impact of race, how inclusive and antiracism curricula are received and rejected by future educators and clinicians, and the impact of exclusionary social networks in the hiring of teachers of color and 2) school belonging and climate, including documenting that… [PDF] [Direct]
(1998). Noises in the Attic: The Legacy of Expectations in the Academy. As an outcome of the author's experiences at several American universities, and based on critical race theory as espoused by Bell (which uses narrative to bear witness to lived experiences of racism in American society), a project was undertaken to record conversations with four non-white students at a university in the southern United States. Three, unplanned, hour-long conversations were recorded to explore participants' feelings and experiences as non-whites at a predominantly white academic institution. An edited version of the videotaped narratives, entitled "Noises in the Attic: A Conversation with Ourselves," was subsequently shown at conferences and private presentations in an effort to raise the consciousness of graduate students, administrators, and professors of education. The video is divided thematically, with each section describing some aspect of the experience of being "alien" in the white academic institution. The following issues are…
(2001). "Is the Tape Off?" African American Respondents' Spontaneous Discussions of Race and Racism When the Researcher Is Also African American. This study explored the dynamic of race within the research process when researchers and respondents were African American, looking at critical race theory. It was part of a larger study on the cultures of inner city schools at the beginning of a privately funded scholarship program. Researchers were both African American and white. This paper presents one African American researcher's experiences with African American teachers and administrators who waited until formal data collection ended, and the tape recorder was off, before speaking frankly about racial issues. Their comments about race and racism focused on: conditions that African American children lived in and the impact on student achievement and the inability of white teachers to effectively teach African American students. African American teachers viewed themselves as cultural mediators and believed there were not enough African American teachers on staff. No African American teachers mentioned racial issues during… [PDF]
(2022). Navigating Contrapower Harassment in the Sport Classroom as Graduate Teaching Associates: A Collaborative Autoethnography. Journal of Women and Gender in Higher Education, v15 n2 p181-200. While teaching, many graduate teaching associates (GTAs) are exposed to contrapower harassment, as it is common in higher education. Contrapower harassment occurs when a person with more authority is harassed by a person with less authority. In the sport studies classroom, experiences of contrapower harassment are magnified for women, as they are underrepresented in this space. Man-dominated sport environments often see higher rates of harassment. Research has focused on women faculty experiences of harassment in the classroom yet neglected the experiences of women GTAs. This collaborative autoethnography focuses on the experiences of contrapower harassment for two women GTAs in a sport studies department. Collaborative autoethnography allowed the researchers to gain a deeper understanding of ourselves, in the context of the sport studies classroom, through a combination of self and collective analysis. Interwoven throughout our myriad experiences was the expression of uncertainty in… [Direct]
(2004). Gentlemanly Orthodoxy: Critical Race Feminism, Whiteness Theory, and the APA Manual. Educational Theory, v54 n1 p27-57 Feb. Although often viewed as burdensome, academic writing guidelines are rarely treated as actively problematic. Even progressive scholars are unlikely to challenge the cultural assumptions or political investments of academic style guides. Yet standards regarding clarity, precision, appropriateness, sensitivity, and objectivity are not politically innocent. In codifying formal guidelines for the presentation of research, academic style manuals reflect and reinscribe the racialized and gendered among other power relations characteristic of the academy. Drawing on critical race feminism and whiteness theories, this paper considers how scholarly investments in whiteness and patriarchy organize the influential APA writing guidelines. The present analysis refers specifically to the APA Manual, but similar analyses might apply to aspects of the Chicago and MLA manuals and the Bluebook, among other style guides…. [Direct]
(2022). Negotiating Whiteness through Brownness: Using Intersectionality and Transactional Theory to Capture Racialised Experiences of University Campus Life. Studies in Higher Education, v47 n8 p1736-1749. This paper aims to explore the potential of using dialogue between intersectional and pragmatist theorising of transactional social relations. By considering tensions within intersectional research, a position is developed which utilises a mutual constitution approach to intersectional theory and the dynamic, ongoing, complex social relations captured in pragmatist theorising. It is argued that from this position race and ethnicity become actions in which, for example, Whiteness and Brownness are defined in ongoing relation to each other. Example data from a pilot study, designed to explore experiences of campus life, is analysed using this action sense of race. The 'Racing' of experience within the data identifies how Whiteness and Brownness become constituted through a Male, South Asian, Muslim student's experience of studying sport. Whiteness in this context becomes secular, partying, and sporty-bravado-competitive, while Brownness is supressed Islamic, working not to perpetuate… [Direct]
(2022). Conversations about Academic Success: Developing Supportive Context for High Achieving Black Students. Mid-Western Educational Researcher, v34 n2 p116-139. The racial academic achievement gap in America's public schools persists and there is solid research explaining the elements that have led to and support it. Much of this research is deficit-based and highlights the vulnerabilities of those who fall at the bottom of that gap. Not enough research is invested in celebrating, highlighting, or exploring the experiences of the Black students who perform well academically. This article represents research designed to provide a strengths-based, anti-racist view of a marginalized portion of America's public-school students. The goal of this study was to uncover the common factors that contribute to academic success for Black students who attend public schools in the suburbs surrounding the south Chicagoland area. The findings indicate that self-efficacy, school counselors, and resilience, among other factors, are characteristics held in common by the participants of this study. The practices and conditions highlighted help these students… [PDF]
(2022). Race, Negative Acculturation, and the Black International Student: A Study of Afro-Caribbean and African-Born Students in U.S. Colleges. International Research and Review, v12 n1 p33-51 Fall. Black students originating from African and Caribbean nations are well represented in the ranks of international students attending U.S. colleges, at over 51,000 annually (Institute of International Education, 2021). In addition to contributing heavily to the overall economic impact of the universities they attend (NAFSA, 2021), Black foreign-born students play a critically important role in adding diversity of thought and perspective to these academic communities. However, because of the additional socio-political challenges they face in a racially polarized United States, these students must navigate a more difficult pathway to acculturation and desirable academic outcomes than their non-Black peers. This qualitative study examines the phenomenological experiences of 15 foreign-born Black students from the subSaharan African and Caribbean regions — lived experiences found at the intersection of immigration, race, and higher education. The findings suggest that the interpolations… [PDF]
(2022). Understanding Campus Space and Whiteness as Ontological Expansiveness. Metropolitan Universities, v33 n2 p3-18 Aug. This paper discusses findings of a quantitative, causal-comparative study that sought to determine if a statistically significant difference existed between a rural predominantly white institution and an urban minority-serving institution in terms of their white American male students' perceptions of whiteness as ontological expansiveness. As the demographic makeup of the United States of America continues to become more diverse, so too are the colleges and universities that support students of all backgrounds. Given this shift and understanding the need for social justice awareness, it is important to grasp how white students understand and take part in this shift. The study found low effect sizes and statistically significant differences between the two institutions as assessed by the study instrument, finding minority-serving institutions' white American male students are slightly more accepting of their white racial identity and have a slightly higher affinity for social… [PDF]
(2020). An Interdisciplinary Approach to Developing Black Student Identity through Culturally Responsive Pedagogy. Literature Review. Equity Assistance Center Region II, Intercultural Development Research Association Interdisciplinarity provides alternate perspectives through which to better understand the ways in which Black students and their access to education intersect and collide. This literature review proposes the employment of an interdisciplinary paradigm that centers the development of students' academic identity through culturally responsive pedagogy (CRP) (Ladson-Billings, 1995) that specifically targets and disrupts biases in the classroom concerning the education of Black youth. Ladson-Billings (1995) sought to transform an educational system designed to teach students the necessary skills required to succeed in mainstream society. She studied models of instruction that included observations of students in their home environment (Ladson-Billings, 1995)…. [PDF]
(2023). South African Educators' Responses to Racial Integration in Public Secondary Schools. Bulgarian Comparative Education Society, Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (21st, Sofia, Bulgaria, Jun 2023). The paper examines the role educators and members of school management teams (SMTs) play in transforming schools towards integrative learning environments. Data was collected through a survey and individual interviews that were administered to educators and members of SMTs (N = 88) in four multiracial schools. The survey included open-ended questions that focused on what was happening in schools, in racially diverse classrooms, and the interaction between racially diverse groups. SMTs and SGBs are seen as always advancing strategies that lead to racial integration at school. The results showed that racial integration was not evident in these schools but rather there was a heightened racial conflict and racial incidences were prevalent in former White, Indian and Coloured schools. [For the complete Volume 21 proceedings, see ED629259.]… [PDF]