(2009). The Unchosen Me: Race, Gender, and Identity among Black Women in College. Johns Hopkins University Press Racial and gender inequities persist among college students, despite ongoing efforts to combat them. Students of color face alienation, stereotyping, low expectations, and lingering racism even as they actively engage in the academic and social worlds of college life. \The Unchosen Me\ examines the experiences of African American collegiate women and the identity-related pressures they encounter both on and off campus. Rachelle Winkle-Wagner finds that the predominantly white college environment often denies African American students the chance to determine their own sense of self. Even the very programs and policies developed to promote racial equality may effectively impose \unchosen\ identities on underrepresented students. She offers clear evidence of this interactive process, showing how race, gender, and identity are created through interactions among one's self, others, and society. At the heart of this book are the voices of women who struggle to define and maintain their… [Direct]
(1994). Racism and Sexism in the United States: Fundamental Issues. New Directions for Adult and Continuing Education, n61 p5-16 Spr. Racism and sexism have economic impacts in terms of pay differentials and occupational segregation. They affect educational outcomes in terms of achievement and the relationship between education and occupational outcomes. Racism and sexism are perpetuated through individual beliefs and behavior and institutional policies and practices. (SK)…
(2010). Academic Freedom: Costs, Consequences, and Resistance. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. The present study examines the impact of media and the Neoconservative movement on academic freedom in higher education in the United States post 9/11 era. In the aftermath of September 11, 2001, much media coverage focused on the Middle East. In addition to traditional news sources, new Internet based outlets emerged. Some of these websites were designed to monitor higher education, with a focus on critical and activist voices of dissent. Because these efforts disproportionately highlighted Middle East Studies, most of the scholars interviewed for this study had connections to the Middle East, in terms of their work in the Academy or the broader community. Thirty one academics from across the United States participated in this research, twenty nine of whom appear in this dissertation. The majority held tenured positions, but a few are untenured professors, lecturers, or independent scholars. Evidence from this research revealed a concerted effort to attack scholars who… [Direct]
(2005). 'Do You Ride on Elephants' and 'Never Tell Them You're German': The Experiences of British Asian and Black, and Overseas Student Teachers in Southeast England. British Educational Research Journal, v31 n3 p349-366 Jun. In this article we report on part of a small-scale study into the experiences of 28 British-born Asian and black, and overseas student teachers, who were following both Postgraduate Certificate in Education (PGCE) and school-based routes to qualified teacher status (QTS), in Sussex and Kent. The results indicate worrying degrees of racism, xenophobia and general ignorance in schools in South-east England, a finding underscored by some recent interviews undertaken by a local council in the same region. The authors conclude that, in order to challenge this racism, xenophobia and ignorance, there is an urgent need to be proactive in undermining racism. This should include the full implementation of the Race Relations (Amendment) Act in all educational institutions and the endorsement of the Stephen Lawrence Enquiry (Macpherson) Report's recommendation for the amendment of the National Curriculum to provide an education which deals with racism awareness…. [Direct]
(1978). Racism: The Evolution of a Concept. Many people have attempted to define exactly what racism is and what causes it. While there is no commonly accepted definition, there is agreement with regard to the facts that (1) no scientific evidence has been found to support the belief that race determines the history and culture of a people; (2) racism is a learned behavior; (3) definitions of racism which do not include a study of socioeconomic factors are confusing; and (4) racism is an instituional, problem. To understand racism in America, one must study the history of the development of racist thinking, beginning with slave codes passed in the 17th century through the 19th century, the notion of \race suicide\ (genetic inferiority), the erosion of the Reconstruction Period rights given to blacks, up through the inequalities of the 1950s and 1960s. Even with all the recently enacted legislation and institutional policy changes, racism, overt and covert, is still a significant factor in American society. The question of…
(2012). The Perceptions of General Education Teachers about the Over-Representation of Black Students in Special Education. ProQuest LLC, Ph.D. Dissertation, Andrews University. Statement of the Problem: There is an over-representation of Black students in special education. Black students are typically referred for special education consideration by the end of the fourth grade. One effort to reduce the large number of referrals in Connecticut was "Courageous Conversations About Race." Courageous Conversations About Race is designed to address what educators, families, and other community groups can do to improve teaching and learning across racial lines. It served as a strategy for educators to confront and deinstitutionalize racism. "Courageous Conversations About Race" is an effective means to address the issues of race in schools/districts where over-representation exits. Although various Connecticut schools have participated in Courageous Conversations About Race over the past 5 years, the State Education Resource Center (SERC) and the Connecticut State Department of Education (CSDE) are uncertain about its usefulness in changing the… [Direct]
(1997). Equity and Education in the Age of New Racism: Issues for Educators. Social Justice, v24 n2 p119-32 Sum. Explores the new racism of the intelligence quotient as represented by "The Bell Curve" by R. Herrnstein and C. Murray (1994). Educators must confront the factors that divide Americans to contribute to a multicultural society in which diversity unites rather than divides. (SLD)…
(2007). Documenting Diversity: An Early Portrait of a Collaborative Teacher Education Initiative. International Journal of Inclusive Education, v11 n5-6 p551-570 Sep. This article documents a two-year journey developing and implementing a teacher education programme that required preservice teachers and teachers, administrators, and students in six cooperating schools to address issues of diversity, multi-/transculturalisms, inclusion, anti-racism/anti-oppression and social justice. We describe approaches and analyse changing attitudes, commitment and activism among those who participated in this "Diversity" cohort initiative–a collaboration between the University of British Columbia's Faculty of Education and the Vancouver School Board. We profile the courage and commitment of those who began to see themselves as important allies and agents of change in Canada's most multicultural environment. We acknowledge the less successful aspects, and generate implications for teacher education partnerships that seek to embrace "critical" multicultural, inclusive, and social justice education…. [Direct]
(2010). Investigating "Race" and Social Cohesion at the University of KwaZulu-Natal. South African Journal of Higher Education, v24 n6 p953-971. In the light of the notorious video made by white students at the University of Free State (UFS) in which black middle aged cleaners were subjected to forms of degradation in a mock initiation ceremony (which included being given food mixed with urine) the Minister of Education authorised an investigation on social cohesion in universities. The Soudien report which followed from this questioned the transformative role of universities, noting that "racism and sexism" were "pervasive" in these. I take the Soudien report as a springboard for further investigative research on race (and gender) in universities, and, focusing on the University of KwaZulu-Natal, discuss principles and concerns which ought in my view to inform such research. I argue that part of the investigation should involve participatory research with students at the university and also with learners in the feeder schools in the Durban area, and try to illustrate the importance of doing this by taking… [Direct]
(2001). Rethinking Interventions To Combat Racism. This book arose as a result of the findings of the Stephen Lawrence murder inquiry, particularly the relationship to education and training about racism. Sir William Macpherson began his inquiry in 1998 following the racially motivated murder of Stephen Lawrence. The inquiry examined the causes of Lawrence's death, lessons to be learned from it, and national issues related to the investigation and prosection of racially motivated crimes. The resulting Macpherson report presented recommendations for rethinking racism and strategies for combating it. This book analyzes the legal inquiry in detail and interviews some of the key figures involved, discussing the police culture and the history of training on racial issues. It places the Macpherson recommendations in context, examining: how to use the Macpherson recommendations to enhance understanding of racism and improve effectiveness in tackling it; how current antiracism training takes account of the changing nature of racism; and…
(2006). Helping Whites Develop Anti-Racist Identities: Overcoming Their Resistance to Fighting Racism. Multicultural Education, v14 n2 p70-73 Win. White students and teachers who are exposed to information about how oppression works seem to recognize that there is a problem and want to do something to ameliorate the situation. They show up for meetings of diversity clubs, attend conferences and workshops, and will speak to others about their growing understanding of how privilege/ racism works. Yet, for all of this commitment, the system is not really changing. White students who feel that the diversity programs are exclusive or too time consuming are simply ignorant to the fact that racism affects them, albeit in different ways, just as it affects people of color. White privilege is described as a means of insulation that allows a White person to express awareness, but that also keeps the White person from really having to do anything with that awareness. This article asks the question "What exactly is white privilege, and what is the cost of racism to Whites in America? It goes on to present a discussion about a white… [PDF] [Direct]
(1997). Beyond Race Awareness: White Racial Identity and Multicultural Teaching. Journal of Teacher Education, v48 n2 p108-17 Mar-Apr. Interviews examined whether white students' shifts in thinking about themselves as racial beings and about systems of oppression during a multicultural education course were evident in later teaching practice. Though students initially resisted learning about their own racism, they eventually became more willing to take some responsibility for racism. (SM)…
(1995). Combating Racism and Hate in Canada Today: Lessons of the Holocaust. Canadian Social Studies, v29 n4 p143-46 Sum. Maintains that the Holocaust was the catalyst for Canadian antihate legislation. Maintains that, to combat racism and bigotry, it is necessary to use three important tools: (1) the law; (2) community action; and (3) education. Describes some contemporary realities and remedies in the struggle against racism and hate in Canada. (CFR)…
(1978). The Bakke Case and Affirmative Action. Edcentric, 42, 10-2, Spr 78. The decision in the Bakke case will not only affect affirmative action programs in education but in employment, housing, and other fields. Charges of "reverse racism" are being used to reverse the limited gains made in two decades. Affirmative action is necessary because institutional racism exists in our society. (SW)…
(2007). Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children?. High School Journal, v91 n1 p6-28 Oct-Nov. Guided by a general critique that asks, Highly qualified for whom?, I problematize recent characterizations of highly qualified mathematics teachers by focusing on the question, Who should teach mathematics to African American children? I discuss how responses to this question in mainstream mathematics education research and policy contexts have drawn on discursive frames that support color-blind racism, that focus only on achievement outcomes, and that propose \missionaries\ and \cannibals\ as the kinds of teachers most appropriate for African American children. I propose a refocusing of mathematics education research and policy that gives meaningful attention to the ways that African American children experience mathematics in schools and life as African Americans. (Contains 1 figure and 2 footnotes.)… [Direct]