(2021). Building out the Edges: Reading Racial Capitalism into Jean Anyon's Political Economy of Urban Education. Teachers College Record, v123 n14 p72-94 Dec. Background/Context: For over three decades, Jean Anyon produced scholarship that revealed the deep-structural causes of educational inequality. Anyon's work in political economy includes a racial analytic; she argues that access to education does not reduce economic disparities in urban communities of color, and that schools in poor and working-class communities of color in particular often serve to reproduce inequality across generations. It is common, however, for critical scholars analyzing educational inequality to be steeped in either Marxism or critical race theory, and less knowledgeable about the other. As a result, analyses rarely place equal emphasis on both theoretical frames or synthesize race and class. Using theories of racial capitalism to extend Anyon's political economic analysis, we contend, brings forward conceptual tools and angles that capture the material and ideological work being done by current, highly racialized neoliberal restructuring in and beyond the… [Direct]
(2014). Dealing with Racist Incidents: What Do Beginning Teachers Learn from Schools?. Race, Ethnicity and Education, v17 n3 p388-406. This article focuses on how schools respond to racist incidents, and what new teachers learn from their involvement in those processes. It analyses four incidents involving the pupils of four beginning teachers. The article suggests that in each case, schools either partly or wholly avoided addressing the incident, and that this avoidance can be understood in terms of the colour and power evasive discourse, which is the dominant discourse on race in Western societies, and in most schools. One aspect of this discourse is that racism is defined on the basis of individual intentions, not outcomes. The article argues that it may be possible to adopt a more race cognisant approach with student teachers and staff in schools, building on nascent understandings of institutional racism, which shifts the focus to outcomes rather than intentions. The article demonstrates this approach, analysing each incident in terms of its consequences for the learning of the new teacher, and for the… [Direct]
(2014). Where Are the Women? And Other Questions, Asked within an Historical Analysis of Sociology of Music Education Research Publications: Being a Self-Reflective Ethnographic Path. Action, Criticism, and Theory for Music Education, v13 n1 p188-222 Mar. This article presents a meta-analysis of one area of sociological literature in music education: Where are the women and "others"? Where do we raise concerns about social values? Institutional Ethnography provides the basis for the meta-analysis, presented in two historical periods, pre-1960 and 2007-2012. A short story of an actual experience, functioning as a metaphor for this research study, is woven throughout the paper. The work of women who influenced John Dewey's oft-cited oeuvre is summarized. Then we return to music education sociological studies before 1960, Vanett Lawler, and Max Kaplan. "Where are the women?" places misogyny and racism onto the institutional ethnography map. Nine themes appear in the 2007-2012 articles with two becoming much more prevalent than any of the others: social theory and social justice. These two themes are examined within the problematic and the structure of music education's ruling relations. Directions for future… [PDF]
(2022). Internalizing Achievement Inequality: The Development of Racial/Ethnic Differences in Mathematics Attitudes and Their Implications for Persistence in STEM. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Black and Hispanic students have lower achievement than White students due to segregation, discrimination, and poverty. If these disadvantages also lead to negative academic attitudes, Black and Hispanic students may disengage from school, compounding the effects of low achievement and limited opportunities. Therefore, my dissertation is organized around two questions: (1) Do racial/ethnic differences in academic attitudes develop in response to educational inequalities? (2) If so, do differences in attitudes translate into differences in educational behavior and decision-making? I answer these questions using elementary and middle school data on mathematics attitudes from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Because STEM (science, technology, engineering, and mathematics) professions are the highest paying, racial/ethnic inequalities in mathematics education are particularly consequential for the reproduction of racial/ethnic income… [Direct]
(2012). Teachers, Please Learn Our Names!: Racial Microagressions and the K-12 Classroom. Race, Ethnicity and Education, v15 n4 p441-462. Many Students of Color have encountered cultural disrespect within their K-12 education in regards to their names. While the racial undertones to the mispronouncing of names in schools are often understated, when analyzed within a context of historical and current day racism, the authors argue that these incidents are racial microagressions–subtle daily insults that, as a form of racism, support a racial and cultural hierarchy of minority inferiority. Furthermore, enduring these subtle experiences with racism can have a lasting impact on the self-perceptions and worldviews of a child. Using a Critical Race Theory (CRT) framework and qualitative data, this study was designed to explore the racial microaggressions and internalized racial microaggressions of Students of Color in K-12 settings in regards to their names. Black, Latina/o Asian American, Pacific Islander and mixed race participants were solicited through various education electronic mail lists, and data was collected… [Direct]
(2016). Grad Students Talk: Development and Process of a Student-Led Social Justice Initiative. Journal of Diversity in Higher Education, v9 n3 p290-306 Sep. College student activism has long been a staple of campus life, often driven by the sociopolitical issues of the time. In response to recent and continuous violent deaths of members of the Black community, rising instances of overt racism, and perceived silence among our institutes and professional groups, a multiinstitutional and diverse collective of psychology graduate student leaders, Grad Students Talk (GST) came together to engage psychology graduate students nationally in discussions related to these events. GST facilitated a series of teleconference calls, and one large in-person conference discussion, for psychology graduate students to discuss and process their reactions to acts of racial injustice. Additionally, GST headed "First, Do No Harm," an advocacy campaign against psychologists' involvement in torture, which received mention in national media. The purpose of the current paper is to describe the successes of our student collective, to understand the… [Direct]
(2013). Revolutionary Reforestation and White Privilege in a Critical Race Doctoral Program. International Perspectives on Higher Education Research This chapter expresses the need for an increase or reforestation of Black scholarship and examines the complexity of race in a White privileged institution of higher education. It is written with an understanding of Critical Race Theory's counter-narrative benefits and models the power of voice in the classroom of a Black student and a White teacher and their roles in creating a "safe space for race talk" in the classroom. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.]… [Direct]
(2019). "Get That Son of a Bitch off the Field!": Sport in University Classrooms. ProQuest LLC, Ph.D. Dissertation, Washington State University. Discussions about sports continue to permeate the news and political realms and may prove to be a useful but underutilized tool to teach difficult subjects like race, gender, and sexuality. However, most scholarly work on sport focuses on a specific systemic inequality within a sport and/or how an issue affects sport and thus are sociological in nature, rather than providing educators strategies so that they can utilize sport as a pedagogical vehicle to teach systemic inequalities. Through semi-structured interviews with university educators, this dissertation examines how and why these participants employ sport to educate students on systemic social issues (racism, classism, sexism, homo/transphobia) in their classrooms Theoretical constructs from Critical Race Theory and Critical Masculinity Studies aided in understanding how discussions of race/White supremacy, gender/sex/patriarchy, and heteronormativity/homo/transphobia operated in a curriculum that draws from sports. Findings… [Direct]
(2017). Cultivating Our Nation's Engaged Citizenry: Institutional Factors That Promote the Civic Engagement of College Students. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Through the power of social media and increased access to mobile technology, our country is witnessing a rise in college student-led protests and mobilizing to try to challenge racism on college campuses (Curwen, Song, & Gordon, 2015). One of the key functions of higher education institutions is cultivating our engaged citizenry (Hurtado, 2007). We know civic engagement in college influences future civic participation of students (Coley & Sum, 2012). However, very little is known about the factors in college that promote civic engagement of students. The purpose of this study is to explore the institutional- and student-level characteristics that affect the development of students' level of civic values after four years of college enrollment, utilizing data from the Cooperative Institutional Research Program (CIRP), a longitudinal dataset of college students. Overall, this study found differences in the factors that promote civic values of students based on race/ethnicity and… [Direct]
(2013). Race, Racial Projects, and Mathematics Education. Journal for Research in Mathematics Education, v44 n1 p316-333 Jan. Critical scholars have argued that mathematics education is in danger of becoming increasingly influenced by and aligned with neoliberal and neoconservative market-focused projects. Although this larger argument is powerful, there are often 2 peculiar responses to issues of race and racism within these analyses. These responses are characterized by what the author sees as an unfortunate backgrounding of these issues in some analyses or a conceptually flawed foregrounding in others. These responses obscure the evidence that, beyond being aligned with the market-oriented goals of these projects, mathematics education has also been aligned with their prevailing racial agendas. (Contains 5 footnotes.)… [Direct]
(1975). Racism in American Education. Marquette University Education Review, 6, 1, 5-19, Spr 75. …
(1969). Racism in Higher Education. This anthology contains articles, course and project descriptions and statistics on the magnitude, implications and effect of white racism in the United States. The first article maintains that the myth of the American melting pot has perpetuated racism; the second analyzes bigotry, prejudice, and behavioral and institutional racism; the third presents statistical information describing the relationship of blacks to whites in the US; the fourth is a discussion of the possibilities of black-white workers' movements and black-white students' movements. \Toward a Theory and Practice of Organizing\ prepared by the staff of USNSA outlines the anti-racism work to be done by college students on campus. The next paper examines the question of a worker-student alliance and black-white relationships. The seventh paper describes Project TEACH, a program of the University of Wisconsin YMCA designed to help whites recognize the destructive nature of racism and poverty. Intended \as an…
(1972). Racism in American Education. Phi Delta Kappan, 53, 5, 274-276, Jan 72. Details the charge that America's public schools fail to provide minority and poor children with the knowledge and skills needed to earn a decent living and to participate in the life of the nation. (Author)…
(2010). White Racist Ideology and the Myth of a Postracial Society. New Directions for Adult and Continuing Education, v125 p7-13 Spr. When America's so-called postracial society is not viewed and assessed through the prism of white racism, the authentic lived realities of people of color become quite clear. There will be some who will reject the use of the term \white racism,\ but the facts are that \(1) racism permeates the roots of American society and is reflected in all its societal institutions, and that (2) racism was created by White Americans and is perpetuated by them\ (Colin and Preciphs, 1991, p. 62). Hayes and Colin (1994) challenged the field of adult education specifically and higher education generally to acknowledge and confront sociocultural racism and intellectual racism and suggested that educators first look inward and identify and challenge their racist assumptions and behaviors (Colin, 1994). Few took the challenge because it was affectively and cognitively more comfortable for people to look at the mirage of a postracial society rather than reality (Asante, 2003; Camacho, 2008; Gilborn,… [Direct]
(2018). White Environments, Black Students: A Case Study of Dominant White Realities in Higher Education. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. The U.S. education system continues to diversify, and educational leaders must foster an environment in which all students can thrive. At dominantly White institutions (DWIs), Black students have repeatedly had to overcome educational challenges, hostile campus climates, and prejudiced institutional structures because of their race (Harper, 2015; Strayhorn, 2009). Although progress has been made toward racial equity for Black students in higher education, much room exists for fostering an institutional environment that better supports minority students on a theoretic and pragmatic level (Harper et al., 2009; Smith 2009). The theoretical framework for the context of this study assumes systemic racism is present in the dominant White ecological systems of higher education, and those institutional systems impede minority students' learning (Bell, 1987; Bronfenbrenner, 1979; Hurtado et al., 1999; Smith, 2009). This study explored and ascertained how numerous elements of institutional… [Direct]