(1991). Reducing Bias: Research Notes on Racism in America. This paper highlights recent developments in research on racism in the United States, and notes several conceptual issues of significance for the long-range planning work of those interested in reducing racism in America and particularly in Idaho. Growth in the number of minority researchers has resulted in increased attention toward racism as it affects other minority groups, and has led to the development of new theories or reinterpretations and to the greater sophistication of both theoretical development and empirical investigations. In addition, there is greater diversity to the definition of the word "racism". Some "constellations" of findings of recent empirical research on prejudice and discrimination include results on how prejudice is learned, class prejudice, racism and self-esteem, the impact of contact among diverse groups, additive multiculturalism, the nature of social experiences, and the role of schools. In addressing each of these subjects, the… [PDF]
(1979). Institutional Racism and the Educational Opportunity Program: A Study of Organizational Change and Strategies for Reform. Various organizational modes for implementing desegregation in higher education are examined with specific reference to the effects of programs at the University of Washington, the University of California at Santa Barbara, and the University of California at Berkeley. Each school established Equal Opportunity Programs (EOP) that differ structurally and operationally. The University of Washington program illustrates a self-determination model, a unified, self-contained, and relatively autonomous office. A partial-determination model was used by UC Santa Barbara where EOP operates under a somewhat decentralized system. EOP at the UC Berkeley follows an integration model where all EOP clients use regular student services for advice and assistance. The extent to which each of these models may lend itself to or embody institutional racism is examined. It is suggested that wherever racial disparities exist in an institution, institutional racism exists. Enrollment figures, relative… [PDF]
(1981). Community Competence: An Individual Systems Model of Institutional Racism. Analysis of racism has shifted in focus over the years from concentration on individual/interpersonal processes to considerations of organizational variables that maintain racist outcomes. The concept of organizational or institutional racism refers to processes, behaviors, policies, or procedures that covertly sanction unequal access to goods and services and produce negative outcomes for nonwhites (as compared to outcomes for whites). Institutional racism may be analyzed within a framework that identifies competent communities as those that provide informal support systems for members, are highly cohesive, and encourage diversity. Under the community competence model, institutional racism is defined as the differential provision of employment, housing, education, health/mental health serivces, and other social services to minority versus nonminority members. This model suggests that promoting community competence depends on interaction between individual and system factors…
(2009). Race and Class in Britain: A Critique of the Statistical Basis for Critical Race Theory in Britain: And Some Political Implications. Journal for Critical Education Policy Studies, v7 n2 p1-40 Nov. In this paper, the author critiques what he analyses as the misuse of statistics in arguments put forward by some Critical Race Theorists in Britain showing that "Race" "trumps" Class in terms of underachievement at 16+ exams in England and Wales. At a theoretical level, using Marxist work the author argues for a notion of "raced" and gendered class, in which some minority ethnic groups are racialised or xeno-racialised and suffer a "race penalty" in, for example, teacher labelling and expectation, treatment by agencies of the state, such as the police, housing, judiciary, health services and in employment. The author critiques some CRT treatment of social class analysis and underachievement as unduly dismissive and extraordinarily subdued. He offers a Marxist critique of Critical Race Theory from statistical and theoretical perspectives, showing that it is not "whiteness," a key claim of CRT, that most privileges or underprivileges… [PDF]
(1979). Meet Joan Yvonne Polite. Today's Education, v68 n4 p30-33 Nov-Dec. A successful and effective Black teacher discusses racism, teacher training, professional standards, and the role of parents in education. (LH)…
(2008). Reconsidering Affirmative Action in Education as a Good for the Disadvantaged. Journal for Critical Education Policy Studies, v6 n1 May. Affirmative action in higher education remains a controversial topic in the US today, as it is tied in directly with citizens' varying conceptions of the larger society, and the importance of racial and other differences (in particular, socioeconomic class) in individual experiences and outcomes. This essay examines different arguments for and against race-based affirmative action in higher education, continually circling in on the question of in whose interests arguments for affirmative action are successfully being made. After reviewing philosophical underpinnings for affirmative action as a means to increase equality and social justice for blacks in US society, the author contrasts these approaches with the diversity argument sanctioned by the US Supreme Court in its recent decision in Grutter vs. Bollinger, arguing that unlike the former, this latter case defends affirmative action primarily on behalf of the political-economic majority in US society. Critically considering the… [Direct]
(1996). Racism. IDRA Focus. IDRA Newsletter, v23 n2 Feb. This theme issue includes four articles on racism in colleges and public schools and on strategies to build ethnic and racial tolerance. \Affirmative Action: Not a Thing of the Past\ (Linda Cantu) reviews the history of affirmative action and its positive effects on Hispanic and Black enrollment in higher education, discusses current efforts to dismantle affirmative action, and counters claims of reverse discrimination against White males. \Everything Old Seems New Again…Or Is It? Recognizing Aversive Racism\ (Bradley Scott) discusses \aversive racism\ (unconscious racial bias in persons espousing egalitarian values), provides examples of aversive racism in public schools, suggests ways that schools can preserve ethnic identity in the context of racial integration, and lists strategies that school administrators can use to prevent racism. \Celebrating Cultural Differences: Integrating the Language and Cultural of Staff and Students in Campus Life\ (Aurelio M. Montemayor) describes… [PDF]
(2003). Race and Its Continuing Significance on Our Campuses: An Interview with Dr. Joe R. Feagin. Black Issues in Higher Education, v19 n24 p24-27 Jan. A noted scholar on racism and sexism shares his views about the state of race relations, particularly in higher education. (EV)…
(2008). Local Authorities and the Education of Young People with Sickle Cell Disorders in England. International Studies in Sociology of Education, v18 n1 p47-60 Mar. The successful inclusion of minority ethnic pupils with sickle cell disorders (SCD) raises a number of challenges for educational systems. In England, local education authorities were important drivers for innovative responses to complex needs and the former Inner London Education Authority produced guidance in 1989 on SCD in schools. Local education authorities, however, have been superseded by centralised curricula on the one hand and by local management of schools on the other. We know little about the impact of these changes on managing chronic conditions such as SCD. A survey was conducted with 107 local authorities in England to assess responses to needs of pupils with SCD. The majority of authorities did not know the numbers of children with SCD under their jurisdiction, even though most agreed with government guidance that all such children should have individual healthcare plans. Only two had policies on SCD and most authorities referred to generic guidance on pupils with… [Direct]
(2007). Diversity and Complexity in the Classroom: Valuing Racial and Cultural Diversity. Educational Research and Reviews, v2 n9 p245-254 Sep. From a diversity perspective, all students should receive an education that continuously affirms human diversity–one that embraces the history and culture of all racial groups and that teaches people of colour to take change of their own destinies. With regards to teaching, a diversity perspective assumes that teachers will hold high expectations for all students and that they will challenge these students who are trapped in the cycle of poverty and despair to rise above it. Individual teachers in individual classrooms play an important role in providing equity of opportunity to learn and in ameliorating racism, but more comprehensive conceptions of diversity education capture the school's crucial role as well. This article wants to address diversity in the classroom and how racial and cultural diversity are valued and what can be done to improve it…. [PDF]
(2002). Transforming the Multicultural Education of Teachers: Theory, Research, and Practice. Multicultural Education Series. This book recognizes the important role teacher education programs can play in providing culturally responsive teachers for 21st century public school classrooms. It provides a range of transformative perspectives on the multicultural education of teachers, emphasizing race, racism, anti-racism, and democracy . The book includes structural suggestions for including transformative multicultural education in higher education and K-12 inservice programs; a multicultural critique of new NCATE accreditation standards for teacher education programs that offers reconceptualized assessment procedures; the historical roots of transformative multicultural education that incorporates issues of white privilege and racialized color blindness, anti-racist pedagogy, racial identity among teachers, and critical race theory; and a discussion of globalization that emphasizes its contemporary economic effects on social and educational inequities. Eight chapters are: (1) "Multicultural Teacher…
(1997). Teaching/Learning Anti-Racism: A Developmental Approach. Drawing on experience teaching a college course, this book explains the process that evolves as teachers and students grapple with learning about racism and becoming antiracist. Racism is defined as an institutionalized system of economic, political, social, and procedural relations that ensures that one racial group has and maintains power and privilege over all others. Individuals participate in racism when an objective outcome of behavior reinforces these relations, regardless of their intention. Consequently, an individual may act in a racist manner unintentionally. Antiracism education is the beginning of a new approach to thinking, feeling, and acting. Part I of this book describes the conceptual framework for antiracism and the premises underlying the researchers' pedagogy. Part II describes the course \Racism and Human Development,\ and details how each class session contributes to the progression of students' growth. Each chapter in this section focuses on a major…
(2009). Latinas and Latinos Describe Their Pre-Collegiate Experiences: What Helped and Hindered Their Postsecondary Journey. ProQuest LLC, Ph.D. Dissertation, Colorado State University. The purpose of this case study was to better understand how Latina and Latino students experience their pre-collegiate program and learn whether or not they feel their experience has impacted or will impact their decision to continue their postsecondary pursuit. This case study focused on a single, specific pre-collegiate program. I used the phenomenology approach to explore how pre-collegiate program's social and cultural contributions impact a student's willingness, interest, and ability to pursue postsecondary education. Interviews of students participating in a pre-collegiate program and their families were the primary source of data. Using a Critical Race Theory and Latina/Latino Critical Theory lenses, I examined the social and cultural experiences pre-collegiate Latina/o students encountered in their journey to postsecondary institutions. This research documents that Latina/o students are systematically and consistently excluded from access to the dominant high school… [Direct]
(1986). The Realization of Anti-Racist Teaching. In order to dismantle racism through development of new curricula and positive pedagogic practices, education professionals must be informed about the history, structure, and culture of racism. An examination of the nature of schooling demonstrates that the education system is a crucial component of a racist state, by propounding a racist pedagogy. A wide range of practices in pursuit of diverse goals is considered for the development of the pedagogy of anti-racism. New materials need to be developed, and the ones currently in use need to be examined. Curricula and examinations must be altered to help consolidate anti-racist change. Teachers need the space and stimulation that in-service training provides in order to develop anti-racist teaching. There is an urgent need for research into classroom processes in relation to anti-racist aims and objectives, and for more curriculum development projects that engage the community. Tables, figures, and a map illustrate the data. A…
(1992). Antiracism, Multiculturalism, and Interracial Community: Three Educational Values for a Multicultural Society. Distinguished Lecture Series, 1991-1992. At least four values, or families of values, should be taught in schools and families to respond to the increasingly multiracial and multicultural society of the United States. These are: (1) antiracism or opposition to racism; (2) multiculturalism; (3) a sense of community; and (4) treating persons as individuals. The first three categories are discussed in relation to education, focusing on education at the precollege level. Three components of antiracism include a belief in the equal worth of all persons regardless of race; an understanding of racism; and opposition, including intervention, to racism in others. Multiculturalism encompasses the subvalues of affirming one's own cultural identity, respecting and desiring to learn about and from other cultures, and valuing and delighting in cultural diversity itself. A sense of community suggests a sense that embraces racial and cultural differences, that involves a bond with others and a shared identity with the community. These… [PDF]