(2016). African-American Parent Perspectives on Special Education. ProQuest LLC, Ed.D. Dissertation, University of Southern California. The purpose of this study was to explore how some parents of AA students in SPED in a large, urban school district in California view SPED, their child's placement into SPED, and their involvement with their children's education. A mixed methods approach was employed via six parent interviews and a survey of twenty-three parents. Major findings: (1) AA parents perceive their child's SPED placement process negatively but SPED placement as appropriate; (2) AA parents are not sure if SPED is a track to academic success; (3) AA parental attitudes about SPED may impact their efforts to achieve placement; and (4) AA parents involvement with their children's education has no influence on their child's initial placement into SPED. Implications for practice: (1) Improve communication with AA parents; (2) Consider upgrades to SPED programs; and (3) Foster increased AA Parental involvement with their children in SPED. Future research: (1) What are the reasons behind poor communication?; (2) How… [Direct]
(2013). Counter-Narratives of La Raza Voces: An Exploration of the Personal and Professional Lived Experiences of Mexican-American/Chicana/o Faculty at California Catholic Institutions of Higher Education. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. Faculty members of color time and again encounter the greatest number of challenges and barriers (e.g., discrimination, isolation, marginalization, tokenism, inundated with workloads and service commitments, devalued research, and delayed promotion and tenure) in both entering academia and succeeding within academia. The purpose of this study was to explore the personal and professional lived experiences of eight self-identified native-born Mexican-American and Chicana/o tenured and tenure-track faculty members employed at four California Catholic institutions of higher education. This study utilized a qualitative narrative methodology employing the critical race tenets of counter-storytelling and the permanence of racism. Through use of this methodology, La Raza counter-story narratives shed light on various degrees of racism pertaining to their social and cultural climate, tenure and promotion process, and level of job satisfaction as ethnic minority faculty members in Catholic… [Direct]
(2013). Adult Education in Migration Societies and the Challenge of "Recognition" in Austrian and German Adult Education. Studies in the Education of Adults, v45 n1 p82-98 Spr. Adult education institutions face a variety of challenges in "migration societies". This paper first analyses the marginal adoption of the topic by researchers in a German-speaking context and points out the dominance of a target group approach in the past. To open up alternative perspectives, I will discuss challenges for adult education in migration societies by referring to an empirical study which explored the labour market situation of highly skilled immigrants in Austria. The analysis focused on the question of how adult education/vocational training can strengthen the agency of learners under certain social conditions in terms of "recognition". The theoretical framework developed in this research project interrelates work from the philosopher Axel Honneth with those from Pierre Bourdieu as well as with theories of (institutional) discrimination and racism. Finally, challenges for institutions active in adult education and professional qualifications are… [Direct]
(2014). Initial Teacher Training: Understanding "Race," Diversity and Inclusion. Race, Ethnicity and Education, v17 n3 p304-325. There is little research which has explored how students on Initial Teacher Training (ITT) courses understand and conceptualise discourses of "race," diversity and inclusion. This article will focus on student understandings of racialised identities; it will explore the discourses by which students understand what it means to be White and what it means to be Black, within the context of ITT. The article will examine the different facets and themes of identity within the context of belonging and exclusion which exist within higher education in the cultural and social contexts of English universities. The findings indicate that students' understandings of "race," diversity and inclusion on ITT courses are complex and multifaceted. The article argues that greater training is needed in relation to the practical assistance that student teachers require in terms of increasing their understanding of diversity and dealing with racism in the classroom…. [Direct]
(2013). An Analysis of Three White Male High School Assistant Principal Perceptions of Black Male Students in a Suburban District. ProQuest LLC, Ed.D. Dissertation, Texas A&M University. A large majority of research portrays the achievement gap as an outcome and a primary focus of what is wrong in American schools when instead it is a symptom of a larger issue. Defining the problem in education in terms of achievement ignores a much more pervasive issue, which is an understanding of the causes behind these results. Studies of the achievement gap commonly result in looking at the individual, ignoring structural and systematic inequities and limitations, that promote deficit thinking. Early research into the achievement gap believed that family background was the strongest indicator of achievement. Educators widely accepted this theory and believed that schools could do little to assist Black students to be successful. But these beliefs are now understood to be heavily entrenched in deficit thinking, perpetuating structural inequalities, and the consequences have been educators who have largely bypassed the needs of Black male students for decades. Deficit thinking and… [Direct]
(2021). Inclusive Leisure Services: Grounded in Social Justice. 5th Edition. Sagamore-Venture The figure presented on the front cover of this book depicts a model for inclusive leisure services grounded in social justice. The model identifies the overall goal of our services–to ensure people experience leisure, as highlighted in the center circle of the figure. Fundamental principles of inclusive leisure services are contained in the shaded circle immediately outside the goal of leisure. Such principles include ethics, inclusion and social justice, leisure, as well as, human and civil rights relevant to leisure involvement. The model also identifies unique challenges associated with selected characteristics. The figure illustrates these considerations by a white circle in the middle of the model. One characteristic is our culture, broadly used to include ethnicity, religion, nationality, and sexual orientation, among other variables. Another consideration is race and the extensiveness of racism locally and globally, influencing all of us every day. Also highlighted is the… [Direct]
(2011). Introduction to Postracialism in U.S. Public School and Higher Education Settings: The Politics of Education in the Age of Obama. Peabody Journal of Education, v86 n5 p479-487. Race and racism are topics typically silenced, muted, or reframed toward a discussion of color blindness. In 2008, the historic election of the nation's first African American president prompted increased proclamations that the nation had "moved past race." In the moments immediately after the major networks called the 2008 presidential election for Barack Obama, political pundits and mainstream journalists alike ushered in a dominant narrative that framed the first 2 1/2 years of the Obama presidency and cemented the notion of a color-blind society at the forefront of political discourse. Many presupposed that the mere election of the first president of color erased the pervasive and institutionalized racism that has historically oppressed Americans of color since the creation of the nation. This framing has resulted in the solidification of a de-contextualized and deraced analysis of some of the most important economic and social issues and policies of the last several… [Direct]
(2017). Intersectionality in the Transition to Postsecondary Education among Korean-American Students with Autism. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Students in postsecondary institutions come from diverse communities in terms of social markers, such as race and dis/abilities. Although higher education increases one's chances of social mobility, the opportunities are still limited for students from non-dominant communities. In this regard, this study examines the strategies that families utilize and the challenges they face during this critical period by delineating the postsecondary enrollment process for Korean-American students with autism, a growing but under-examined population. Intersectionality theory provides a framework to elaborate the transition process at the intersection of race and autism because the experiences of these students cannot be described solely by looking at a single social marker. To analyze experiences of the postsecondary transition process, a multiple case study method was used to describe the individually situated cases as well as the common circumstances they faced. Data were obtained from multiple… [Direct]
(2011). Inhabiting the "Tragic Gap": Pre-Service Teachers Practicing Racial Literacy. Teaching Education, v22 n3 p303-324. Set in the context of a teacher education program, this study examined how three White pre-service teachers participate in book club discussions of children's literature. We asked: When White pre-service teachers are in a context that enables talk about race, racism and anti-racism, what do they talk about? What conceptual and discursive tools do they use? We were guided by these questions, along with theoretical perspectives of racial literacy, multicultural discourses and a form of critical discourse analysis referred to as "positive discourse analysis" or "reconstructive discourse analysis". Our analysis illustrates that the participants held two questions, what constitutes racism and what makes a person a White ally, without firm resolution in the form and function of their talk. Their discourses illustrate that racial literacy involves what teachers say and also a willingness to stand in the space of indeterminacy, which may create space for new social… [Direct]
(2015). Youth Participatory Action Research as an Approach to Sociopolitical Development and the New Academic Standards: Considerations for Educators. Urban Review: Issues and Ideas in Public Education, v47 n5 p868-892 Dec. Administrators and teachers face changes prompted by the shift to Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). Youth Participatory Action Research (YPAR) offers a promising approach to supporting students in mastering new content standards, while also offering experiences that promote their sociopolitical development and civic agency. In YPAR, students work with a teacher or other adult ally to critically reflect upon the social and political forces influencing their lives, identify a pressing problem or school need, study it through systematic research, and then develop an action plan to raise awareness or change a policy. Because of its emphasis on educational relevance, critical consciousness, and social justice, YPAR is an especially promising strategy with young people who experience racism or other forms of marginalization in school. In this article we describe the YPAR cycle, make an argument for how it creates opportunities for academic… [Direct]
(2011). Assessing the Learning of White Students on Themes of White Privilege & Racism. Multicultural Education, v19 n1 p20-23 Fall. In an earlier article appearing in \Multicultural Education\ (Volume 16, Number 1, Fall 2008) a number of pedagogical techniques were presented for teaching White students about White privilege and racism (Heinze, 2008). That article emphasized that racism exists along a continuum and that the instructor needs to examine and disclose his or her own racism. Group exercises and an analysis of the film \The Color of Fear\ were described as approaches that have proved successful. Additionally, a number of student dynamics, such as resistance to the material, were considered from a psychoanalytic perspective. With respect to the assessment of student learning in a Multicultural Psychology course, anecdotes and quotes from students were offered in the 2008 article as evidence, noting that there was an absence of empirical data (e.g., measurable learning outcomes). Since that time, there has been an opportunity to collect quantitative data, and this article presents findings related to… [PDF] [Direct]
(2018). Whiteness as Property in Science Teacher Education. Teachers College Record, v120 n1. Background/Context: The disparity between the race and ethnicity of teachers and students is expected to increase as our nation and classrooms continue to become more racially, ethnically, linguistically, and economically diverse. It is extremely important to think about not only the educational needs of such a diverse student population within schools but also who will teach these students. However, when looking at subject-matter specificity for the retention of Teachers of Color, such as science teachers, the picture becomes extremely serious when we understand teachers' paths into and out of science and teaching. Purpose: The purpose of the study is to analyze the experiences of preservice Teachers of Color (PTOC) enrolled in an elementary science methods course as they gain access to science as White property. Our analysis provides evidence that PTOC can break the perpetual cycle of alienation, exclusion, and inequity in science when they are given opportunities to engage in… [Direct]
(2013). The Experiences of Marginalized Academics and Understanding the Majority: Implications for Institutional Policy and Practice. International Perspectives on Higher Education Research This study features interactions with White students and female colleagues from two regions in the United States. Helm's Racial Identity Model for Whites offers a conceptual lens to understand classroom and workplace dynamics between Blacks and Whites in predominantly White postsecondary settings, regardless of national context. Findings suggest that the quality of experiences with White colleagues and students often reflected the status individuals held in terms of their own racial identity development. These findings promise to inform institutional policy and faculty evaluation practices. [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]
(2013). Exploring the Corollaries of Students' Social Justice Intentionality. Education, Citizenship and Social Justice, v8 n1 p59-71 Mar. The preparation of students to take part in social justice advocacy has been increasingly embraced within higher education in the USA; nevertheless, the corollaries of social justice intentionality and commitment among students have yet to be investigated thoroughly. To contribute to the study of this question, data from 217 American psychology students were analyzed via a hierarchical multiple regression model that examined the ability of demographic variables, program enrollment and endorsement of structural explanations of racism and poverty to account for variability in social justice intentionality. Results indicated that awareness of structural aspects of oppression was more important than program enrollment or demographic variables in explaining social justice intentionality. (Contains 2 tables.)… [Direct]
(2014). Knowledge and Emotions in Cross-Racial Dialogues: Challenges and Opportunities for Adult Educators Committed to Racial Justice in Educational Settings. Adult Learning, v25 n3 p111-118 Aug. Our society reflects a kaleidoscope of differences in terms of race, ethnicity, class, religion, and gender identity. These differences are evident from the boardroom to the classroom in higher education and can result in impaired communication when race is the topic of discussion. To effectively facilitate race-based dialogues, adult educators must deliberately and intentionally build their cognitive and emotive capacity. Capacity building involves adult educators acknowledging their privilege and systems of advantage, attaining cultural knowledge, taking emotional risks, and developing the ability to better organize formal learning and capitalize on informal learning opportunities, to engage in more genuine and appropriate racial dialogues. As we are ushered through the 21st century, issues of race and racism will remain as salient as ever as long as the disturbing silence, surrounding them in our work and school spaces, is allowed to persist. Considerations for the development of… [Direct]