(2012). The Homeschooling of Scout Finch. Changing English: Studies in Culture and Education, v19 n4 p451-457. Harper Lee's novel "To Kill a Mockingbird" is one of the most widely taught texts in language arts classrooms through the English-speaking world and is greatly valued by many readers today for its depiction of youth grappling with racism in the American South of the Depression Era. However, the novel's subtle and sustained critique of public education has remained largely unrecognised. This essay identifies in the novel an underlying nostalgia for the past homeschooling of Southern white aristocracy as well as disdain for modern public institutions and for the democratic values that those institutions seek to instill in youth…. [Direct]
(1969). Racism and Education: A Review of Selected Literature Related to Segregation, Discrimination, and Other Aspects of Racism in Education. This review of research on racism and education comprises sixteen program topics selected by the Michigan-Ohio Regional Educational Laboratory. The introductory section carries 33 items (after Berelson and Steiner, 1964) described as general findings from behavioral science research which appeared four years before the Kerner Commission Report. The topics dealt with are: (1) Changing attitudes of students and teachers, which includes: improvement of Negro self-concept, achievement motivation, confrontation approaches, and teacher attitudes and expectations; (2) Curriculum and materials; (3) Decreasing racial isolation, consisting of: improvement of Negro self-concept, achievement motivation, desegregation, and staff deployment by race; (4) Compensatory education; (5) School working with other agencies, comprised of: decentralized lay board of education, other approaches, and pre-service teacher education; (6) Administrative practices; (7) Teacher education, treated in the two parts:… [PDF]
(2012). Pedagogy of Solidarity: Educating for an Interracial Working Class Movement. Journal of Workplace Learning, v24 n7-8 p528-537. Purpose: This paper aims to report on the author's recent research examining the meaning and practices of educating for solidarity, specifically from anti-racism and decolonizing perspective. The research is part of the critical exploration on new educational approaches on solidarity building among workers and trade union members in the broader political and economic context of neoliberalism. Design/methodology/approach: Utilizing the research methodologies of participatory action research, arts-informed research and critical autobiography, the research draws on the words and visual images made by the participants who are labour educators and activists from Aboriginal and racialized communities. In-depth interview and the Aboriginal talking circle method were used to deepen the dialogue among this group of activists. By focusing on their authentic voices and lived experiences, the research is grounded in Dei's stance on the importance of the embodied knowledge as part of the… [Direct]
(2017). Revealing a Hidden Curriculum of Black Women's Erasure in Sexual Violence Prevention Policy. Gender and Education, v29 n3 p405-417. This article aims to challenge the framework by which rape and sexual assault prevention in higher education are being constituted by centring Black women's experiences of sexual violence within a prevention and response policy framework. Numerous research studies exist in the literature regarding the specific experience of sexual violence for Black women within a national context that remains deeply committed to White supremacy [Buchanan, N. T., and A. J. Ormerod. 2002. "Racialized Sexual Harassment in the Lives of African American Women." "Women & Therapy" 25 (3/4): 107-124; Crenshaw, K. 1989. "Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics." "University of Chicago Legal Forum" 140: 139-167; Donovan, R., and M. Williams. 2002. "Living at the Intersection: The Effects of Racism and Sexism on Black Rape Survivors." "Women… [Direct]
(2012). Respecting Difference: Race, Faith and Culture for Teacher Educators. Institute of Education – London "Respecting Difference" demonstrates how teacher educators in the UK and worldwide can attract, recruit and support black and minority ethnic students to become much needed and valued future teachers and educational leaders. This accessible guide presents insights into the institutional and individual dilemmas and experiences of both tutors and students involved in Post-Graduate Certificate in Education (PGCE) courses as they deal with issues of race, faith and culture. While the book collects and shares good practice, case studies throughout the book highlight specific ways tutors and students have explored and learned from difficult situations to develop positive outcomes. Student experiences are fundamental in framing the outcomes, particularly in respect of racist incidents and the dynamics of institutional racism. The book demonstrates how to create spaces and networks where people can express themselves and seek support so that problems are recognised and resolved…. [Direct]
(2012). "Not Half but Double": Exploring Critical Incidents in the Racial Identity of Multiracial College Students. Journal of College Student Development, v53 n4 p524-541 Jul-Aug. This qualitative study explored how critical incidents shape multiracial students' understanding of race and identity at predominantly White institutions. Participants included 14 multiracial undergraduate students from two institutions in the Midwest. Four categories of critical incidents were identified from the data: (a) confronting race and racism, (b) responding to external definitions, (c) defending legitimacy, and (d) affirming racial identity. The incidents took many forms and occurred in many contexts. The majority of incidents involved interactions with other students, underscoring the influence of peers. The study also suggests implications for higher education practice and research. (Contains 2 tables.)… [Direct]
(2013). Asian American Educational Goals: Racial Barriers and Cultural Factors. Journal of Career Assessment, v21 n1 p73-90 Feb. Educational success among Asian American students has often been misunderstood as an occupational development separate from any experience of racism. However, several theorists have suggested that racial barriers in occupational mobility correlate with educational pursuits. Therefore, this research aims to examine the direct effect of perceived occupational racial barriers on educational pursuits and cultural factors as potential coping resources to moderate this effect. Research was conducted on 205 participants with East Asian backgrounds through hierarchical multiple regressions. Although cultural factors did not serve as moderators between a racial barrier and educational pursuits, the results suggested a racial barrier in less-educationally relevant occupations, such as politics, and a culture-specific variable, honoring parents, predicted effort-related activities. Further, enculturation and honoring parents accounted for significant variances in utility of education and… [Direct]
(2012). Education Policy Racialisations: Afrocentric Schools, Islamic Schools, and the New Enunciations of Equity. Journal of Education Policy, v27 n6 p697-709. This paper draws on ideas of assemblage to examine the contingency and (in)coherence of education policy. The paper is a conceptual and thematic attempt to understand the policy terrain, broadly conceived, pertaining to opposition to the establishment of private Islamic schools in Australia and public Afrocentric schools in Canada. This opposition is located within complex policy terrains relating to multiculturalism, whiteness and race/racism. The paper focuses on the complex racialised politics surrounding education policy initiatives that support marketisation and choice in private and public K-12 schooling–with an interest in what forms of choice are legitimated in and by a racialised education market. The paper concludes that opposition to Islamic and Afrocentric schooling highlights the ambiguity of equity, and the fragility of identity in racialised education policy environments. (Contains 2 notes and 1 table.)… [Direct]
(2013). The Comforts and Discomforts of Race. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, v6 n3 p39-50 Win. Drawing on existing literature and student ethnographic projects, this article examines Asian American undergraduates' overwhelming focus on individual racial identity and practices of racial segregation in their ethnographic research about the University of Illinois. The author examines how such racial segregation is described and analysed as a matter of personal "choice" and "comfort" rather than as the result of racial inequality, racism and the marginalisation and racialisation of minority groups. This lack of structural racial analysis in the examination of Asian American students' experiences points to the depoliticisation and institutionalisation of race in higher education today. Race is understood and more readily analysed as a politically neutral concept that invokes celebration of racial diversity and "culture" and not as a concept marked by power and inequities as it once may have been…. [Direct]
(2015). Effects of Participation in Immigration Activism on Undocumented Students in Higher Education. ProQuest LLC, Ph.D. Dissertation, George Mason University. For undocumented students to go to college, they need to be highly resourceful and exceptionally motivated–and that might not be enough. Society confers numerous barriers on undocumented students regarding higher education attainment. Most undocumented students, who typically come from families living in poverty, cannot afford the high cost of a college education in the U.S. Moreover, undocumented students are ineligible for federal student aid and, in most states, undocumented students pay out-of-state tuition rates. In addition to these financial barriers, undocumented students also face academic and social-emotional barriers to higher education attainment, including receiving inadequate preparation for the college application process and experiencing mental health issues, such as depression and anxiety, related to their undocumented status internalized racism and xenophobia from the broader society. As such, it is extremely difficult for undocumented students to enroll in and… [Direct]
(2011). "Love Your China" and Evangelise: Religion, Nationalism, Racism and Immigrant Settlement in Canada. Ethnography and Education, v6 n1 p61-79. This paper explores how race, religion and national origin intersect in one transnational context. In an educational ethnography, I encountered a discourse that called for overseas Chinese to convert and evangelise other Chinese (in China), which won many followers in Canada. Using Critical Race Theory and the notion of "intersectionality," I analyse the shared understandings of race and national identity, and the shared experience of institutionalised discrimination in everyday life in this community. I suggest that sanctioned and enabled by Canadian "banal nationalism" and racism, structural discrimination against racialised minority immigrants contributes to difficulties they experience in settlement. Intersecting with racism and banal nationalism, Christian evangelism offers many Chinese immigrants an alternative frame to understand the meaning and purpose of immigration and of living as racialised immigrants. Implications for immigrant settlement and for… [Direct]
(2010). Democracy and Education in the Twenty-First Century: Deweyan Pragmatism and the Question of Racism. Educational Theory, v60 n4 p487-502 Aug. Why is John Dewey still such an important philosopher today? Writing from the perspective of the Cologne Program of Interactive Constructivism, Stefan Neubert tries in what follows to give one possible answer to this question. Neubert notes that Cologne constructivism considers Dewey in many respects as one of the most important predecessors of present-day constructivism and regards Deweyan pragmatism as one of its most important dialogue partners in contemporary discussions about pragmatism and constructivism in philosophy and education. Among the many aspects in which Dewey's works still speak powerfully to us today, Neubert highlights in this essay one theme that is at the heart of Dewey's philosophical approach: the relation between democracy and education…. [Direct]
(2018). Recruit, Respond, Retain! A Comprehensive University Study on Efforts to "Recruit" African American Students, Successfully "Respond" to Their Campus Needs, and "Retain" through Graduation. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. According to the National Center for Education Statistics (NCES), from 2000-2010, in higher education there was a 73% increase in the enrollment of African American students in college and universities nationwide, however, the tragedy is that African American students have the lowest nationwide graduation and retention rates, and from 2010-2015 enrollment decreased by 14% (Ginder, Kelly-Reid, & Mann, 2016). Colleges and universities make significant efforts to recruit African American students to campuses to create a more diverse campus community. Data from 1990-2013 show an increase from 10% to 15% in two-year and four-year degree-granting institutions for African American. Unfortunately, with enrollment increases and retention rate decreases, lower degree completion rates result. NCES statistics also report that only an average of 20% of African American students admitted to four-year institutions will actually graduate with a degree (Aud, Fox, & Kewal Ramani, 2010). This… [Direct]
(1982). Higher Education's Response to the Needs of Minority Students: Leadership and Institutional Issues. Given recent funding cutbacks and lagging opportunities for minority groups in higher education, predominantly white colleges and universities must make a concerted effort to retain minority students and to increase their chances of success. Racism is systemic in institutions of higher education and is reinforced by low faculty expectations for academic success among blacks and other minorities. In order to counteract the effects of institutional racism, first, those in leadership positions must recognize that they have a responsibility to address both the financial and social needs of minority students. College presidents and program developers should encourage an institutional environment that reflects and supports ethnic diversity, and they should actively examine existing practices and policies that might have a discriminatory effect. In addition to strong leadership, successful efforts regarding minority student opportunity and retention require the commitment and participation… [PDF]
(2013). Perspective of a Majority Student. International Perspectives on Higher Education Research This chapter examines the importance of social justice courses from a majority student's perspective and outlines some of the difficulties in offering these courses. It discusses the benefits of social justice courses for both minority and majority students and focuses on the challenges of understanding and acknowledging the impact of the types of privilege and power that majority individuals experience. The concept of intersectionality, the compounding of injustice for individuals who have multiple minority identities, is explored. Finally, a four-phase model is proposed that can be used to describe the journey that majority students experience as they begin to understand the impact of privilege both on a personal and societal level. [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]