(2019). Navigating the Quicksand: How Postsecondary Administrators Understand the Influence of Affirmative Action Developments on Racial Diversity Work. Teachers College Record, v121 n3. Background/Context: Seeking to avoid litigation or a legal threat, many postsecondary institutions are responding to a legal and policy environment that seeks to end the consideration of race in education policies by adopting race-neutral policies and practices in admissions, even when not explicitly required to do so by law. Yet, such responses may introduce new barriers and challenges for administrators seeking to promote inclusive campus environments and support students of color, not only within admissions but in other areas of campus life after students enroll. Understanding the consequences of these institutional responses is critical for those addressing the potential limitations a race-neutral approach puts on diversity-related policies and practices. Purpose/Objective: In this study, we examine how key players charged with implementing diversity-related policies and practices understand legal developments around affirmative action and the institutional responses to these… [Direct]
(2011). Longitudinal Examination of the Psychosocial Costs of Racism to Whites across the College Experience. Journal of Counseling Psychology, v58 n4 p508-521 Oct. This longitudinal investigation adds to the growing body of scholarship on the psychosocial costs of racism to Whites, which refer to the consequences of being in the dominant position in an unjust, hierarchical system of societal racism. We examined how White students' affective costs of racism (i.e., White empathy, guilt, and fear) changed across the college experience and how gender, colorblind racial ideology, and diversity experiences were associated with those costs. Findings indicated that White empathy, guilt, and fear each had a distinct trajectory of change across the college experience. Moreover, patterns of change for each cost were moderated by colorblind racial attitude scores at college entrance. We also found that participation in college diversity experiences (e.g., diversity courses) was associated with the costs; moreover, different types of diversity experiences were linked to particular costs. These findings provide insight into the affective experiences of White… [Direct]
(2019). Reconceptualizing Notions of Resilience through the Experiences of Gay Latino Male Collegians. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. The purpose of this study was two-fold. First, the author explored the processes of resilience that gay Latino male collegians underwent throughout their educational trajectories. He examined the way that their most salient social identities and surrounding contexts intersected and influenced their resilience. In discussing students' social identities, the author situated them within larger systems of oppression (e.g. heterosexism, patriarchy, white supremacy, and racism). Second, this investigation challenged and expanded the theoretical underpinnings of a resilience framework. As theorized, resilience remained a race-neutral, gender-neutral, queer-neutral, and immigration neutral phenomenon, among other things. In this investigation, the author brought these to the forefront of a resilience framework. The questions that guided this study included: 1) in what ways do gay Latino male collegians undergo a process of resilience?, 2) how do gay Latino males' social identities influence… [Direct]
(2023). The Color of Accusal: Black Men's Perceptions of Intra-Racial Sexual Violence Allegations. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Sexual violence is an issue every college in America must work to prevent. Critical race scholars such as Derrick Bell may argue sexual violence can be viewed through a lens of race because racism is ordinary and not aberrational (Crewe, 2021). Historical context can affect the perceptions racialized groups or populations have when discussing sexual violence, like Black students for example. Historically, Black men have been socially connected to hypersexuality and criminality (Baker, 1998). This may affect how Black men view peers accused of sexual violence. Black women, however, have a history of being met with skepticism or disbelief when they disclose experiencing sexual violence (Brubaker & Mancini, 2017). Studies show the majority of rapes are intra-racial (Koch, 1995; Wheeler & George, 2001). Thus, how sexual violence impacts Black communities is important to explore. This study examines the following questions: (1) How do Black men perceive rape allegations made by… [Direct]
(2014). Learning Race in a U.S. Context: An Emergent Framework on the Perceptions of Race among Foreign-Born Students of Color. Journal of Diversity in Higher Education, v7 n1 p1-13 Mar. Foreign-born students of color arrive in the United States with racial and cultural orientations specific to their country of origin, which are often quite distinct from issues of race and racism within the U.S. context. This qualitative study examines the college experiences of 15 foreign-born students of color to address the research question: How do foreign-born students of color perceive and respond to racialized experiences and their racial minority status in the United States? The findings of this study reveal that traditional frameworks on race and racial identity development do not fully capture the perceptions and behaviors of foreign-born students of color. Our data reveal patterns that we offer as an emergent framework on Learning Race in a U.S. Context (LRUSC). Understanding how foreign-born students make meaning of racialization in the United States can give education researchers and practitioners more holistic insight into the educational experiences of this growing… [Direct]
(1988). Black Student Retention in Higher Education. Proceedings of the National Conference (4th, New York, New York, November 15-18, 1988). Conference Agenda and Abstracts of Papers. This document for participants comprises the proceedings of a fourth national conference on the retention of black college students. The conference consisted of 6 general sessions, 6 special sessions, 40 concurrent sessions, and several special activities. A total of 103 selected papers were presented. The following key topics were explored in roundtables: (1) academic advisement/counseling; (2) academic skills; (3) black male retention; (4) coping mechanisms; (5) faculty involvement and attitudes; (6) graduate student survival; (7) institutional retention data; (8) international student retention; (9) mentoring/role models; (10) motivation; (11) orientation; (12) outreach activities/partnerships; (13) performance standards; (14) precollegiate activities; (15) public policy/state initiatives; (16) recruitment for retention; (17) student leadership/commitment; (18) success in the sciences; (19) support systems; and (20) testing/assessment. A special video session that focused on…
(2014). Strengthening Bullying Prevention through School Staff Connectedness. Journal of Educational Psychology, v106 n3 p870-880 Aug. The growing concern about bullying and school violence has focused national attention on various aspects of school climate and school connectedness. The current study examined dimensions of staff connectedness (i.e., personal, student, staff, and administration) in relation to staff members' comfort intervening in bullying situations (e.g., physical, verbal, relational), as well as bullying situations involving special populations of students (e.g., gender-nonconforming, disability, overweight, sexism, racism, and religion). Data for this study were collected from a national sample of 5,064 members of the National Education Association (NEA), of whom 2,163 were teachers and 2,901 other school staff. Analyses with structural equation modeling indicated that increased staff connectedness was associated with greater comfort intervening with bullying. Similarly, having resources available regarding bullying, receiving training on the school's bullying policy, and being involved in… [Direct]
(1991). Racism in Higher Education: A Permanent Condition?. NASPA Journal, v28 n2 p98-104 Win. Addresses questions about why colleges are unable to alleviate racism or resolve ethnic imbalance in student enrollment and professional staffing levels. Reviews recent incidents of racism on college campuses. Concludes perhaps colleges are no less racist than other societal institutions and the commercial world, but potential for irreparable harm is far greater in higher education. (Author/ABL)…
(2011). Breaking the Cycle of Sisyphus: Social Education and the Acquisition of Critical Sociocultural Knowledge about Race and Racism in the United States. Social Studies, v102 n6 p249-255. Using Lani Guinier's notion of \racial literacy\ and the findings from a study that analyzed how recent K-12 social studies textbooks portray racial violence against African Americans, I argue in this article that students come to teacher education programs possessing a limited understanding of racism as a historically situated, institutionalized practice. I consider the implications this gap has on preservice teacher education and offer suggestions on how social education might assist K-12 students and later preservice teacher candidates develop critical racial literacy…. [Direct]
(2018). Millennial Teachers of Color. Harvard Education Press "Millennial Teachers of Color" explores the opportunities and challenges for creating and sustaining a healthy teaching force in the United States. Millennials are the largest generational cohort in American history, with approximately ninety million members and, of these, roughly 43 percent are people of color. This book, edited by prominent teacher educator Mary E. Dilworth, considers the unique qualities, challenges, and opportunities posed by that large population for the teaching field. Noting that a diverse teaching and learning community enhances student achievement, particularly for the underserved and underachieving preK-12 student population, Dilworth argues that efforts to recruit, groom, and retain teachers of color are out-of-date and inadequate. She and the contributors offer fresh looks at these millennials and explore their views of the teaching profession; focus attention on their relation to schools and teaching; and consider how these young teachers feel… [Direct]
(2020). Confronting and Changing Racialized Patterns of Not-Seeing Black Children: Narrowing the Gap between Observation and the Work of Teaching Mathematics in the Context of Practice Based Professional Development. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Black children are brilliant. They are infinitely capable of learning. However, as a result of the racialized sociohistorical contexts of schools and teaching, Black students are rarely seen as brilliant or perceived as capable in classrooms. Thus, professional development must create and structure opportunities for teachers to learn to notice and interpret Black students' brilliance inside of instruction. In this study, I conduct a single-case analysis of a short-term practice-based professional development program aimed at supporting teachers to identify Black students' strengths and to notice their mathematical thinking. I draw on video records, educator interviews, and digital logs to investigate how the practice-based professional development facilitators used the structures of a prebrief session, live instruction, and debrief session to create opportunities for participating educators to learn while foregrounding race as integral to the work of teaching. I also consider the… [Direct]
(2012). Islam, Education and Inclusion: Towards a Social Justice Agenda?. British Journal of Sociology of Education, v33 n5 p783-790. Recent research has shown that racism towards Muslims has significantly increased both in the USA and in the United Kingdom. Following the 9/11 attacks in the USA, discrimination and racialised violence has shown a significant increase against those from Muslim groups. This article reviews four texts that examine aspects of Muslim identity in current society, focusing on discourses of racism, Islamophobia and discrimination. They focus on issues in the United Kingdom and the USA and are key exemplars of the Global North. They examine these aspects by exploring how a social justice agenda can be reached either through an inclusive pedagogy or by understanding how Muslim identities would be affected by this. The commonality of the texts stems from the notion that they are all (in their own ways) arguing for an inclusive and social justice agenda in relation to exploring aspects of religious identity for Muslims in education. All texts recognise the difficulties associated with aspects… [Direct]
(2014). Educating "The New Norwegian We": An Examination of National and Cosmopolitan Education Policy Discourses in the Context of Extremism and Islamophobia. Oxford Review of Education, v40 n5 p543-566. Across Europe there are growing concerns about Islamophobia and far-right and anti-democratic movements. Until Anders Behring Breivik's July 2011 attacks in which 77 died, Norway's vulnerability was not perceived as great as that of other jurisdictions. Breivik declared his abhorrence of multiculturalism but also drew the world's attention to intolerance and xenophobia in Europe, increasingly directed towards Muslims. In response, Prime Minister Stoltenberg spoke widely of "the new Norwegian we", cautioning against exclusionary discourses and underlining that minorities are an equal part of Norwegian society. This paper examines education policy in the context both of extreme right political activity and national and international debates about nationalism and cosmopolitanism, considering ways in which policy supports an inclusive notion of nationhood, and ways in which it promotes an exclusive model of national identity. Drawing on framing questions from the International… [Direct]
(2013). Race Talk and School Equity in Local Print Media: The Discursive Flexibility of Whiteness and the Promise of Race-Conscious Talk. Discourse: Studies in the Cultural Politics of Education, v34 n4 p510-530. This article examines how a progressive, rural/small city community in the USA wrestles with race, racism, and school equity in the public arena of print media. It inquires into the tensions, limitations, and possibilities for race-conscious discourse in the face of both explicit racist hate speech and benevolent liberal race talk. Based on ethnographic and cultural discourse analyses of local print media, this article draws from critical race and whiteness theories to examine how racist hate speech, occurring in a non-education context of a police-related tragedy, and benevolent liberal race talk on school equity issues mutually reinforce the logic of white racial dominance. It also locates the possibilities of race-conscious talk as generative speech that demands a response…. [Direct]
(2017). Contextualizing Trump: Education for Communism. Berkeley Review of Education, v7 n1 p125-132 Jan. In this article, Dr. Malott challenges the conclusion that the primary factor that led to Trump's victory in the 2016 United States presidential election was the racism of poor whites. Rejecting this position for its capitulation to bourgeois caricatures of segments of the working class, Malott points to the fall of communism for a more historically contextualized understanding of how we got to where we are. That is, this essay notes that the rise of the socialist bloc after World War II was so inspiring to the world's oppressed and colonized that it slowed down capitalism's tendency toward an extending rate of exploitation. After the fall of the Soviet Union and the socialist bloc, and an aggressive anti-communist campaign, capitalists unleashed a more aggressive capitalism called neoliberalism. After nearly five decades of neoliberal wealth redistribution, and the destruction of the communist movement, right-wing demagogy has risen in European country after European country…. [PDF]