(2009). A Qualitative Study: The Impact of Selected Non-Cognitive Variables on the Academic Success and Achievement of Culturally Diverse Academic Scholarship Students. ProQuest LLC, Ed.D. Dissertation, University of Louisville. The study examined whether select non-cognitive variables such as, (Sedlacek, 1989, 1991, 1993, 2004; Tracey & Sedlacek 1984, 1985, 1987, 1989) impacted the academic achievement, retention and graduation rates of culturally diverse academic scholarship students at a predominantly white higher education institutions. The subjects of the study were academic scholarship students, Woodford R. Porter Scholars, who graduated from University of Louisville, a 1997-199 Porter Scholar cohort and a cohort of Porter Scholars who dropped-out/stopped-out that were surveyed as to why they left UofL. The Woodford R. Porter Scholarship program was created as a recruitment strategy to ameliorate the discrimination in the Commonwealth of Kentucky's maintenance of vestiges of segregation. As an Adams state, Kentucky ("Adams v Bell, 711, F. 2d 161, 16566 (majority opinion, 20607 dissent) (D. C. Cir. 1983)", "Adams v Califano, 430 F. Supp. 118 (D. D. C. 1977)", "Adams v… [Direct]
(1968). Cycle to Nowhere. This report describes the findings of the U.S. Commission on Civil Rights hearings in Montgomery, Alabama, in 1968. A comparison with the report of the 1958 hearings in the same city is made throughout the document. It is noted that there has been minimal, if any, improvement in the discrimination against the black people of Alabama in the past decade. The testimony at the hearings dealt with the cycle of poverty, infant starvation and child health problems, segregated education, agriculture, a Negro-owned farmers cooperative, and employment and unemployment. Also included are findings about noncompliance with Federal anti-discrimination statutes, the public welfare situation, and racism. (NH)… [PDF]
(2001). School: The Story of American Public Education. Curriculum Guide. This curriculum guide, which is a companion guide for a four-part videotape series on the history of the U.S. system of public education, is intended for use by post-secondary faculty in education who wish to infuse into their courses historical and current perspectives on the evolution of U.S. public schools and the impact of public education on U.S. society. The guide outlines the following for each of the four episodes: common or recurring themes, various scholarly perspectives, key topics, and focus questions. The four episodes are: (1) \The Common School (1770-1890),\ which provides an overview of U.S. public schools; (2) \As American as Public School (1900-1950),\ which investigates issues of assimilation, pluralism, racism, and ethnic tension within public education; (3)\Equality (1950-1980),\ which looks at issues of public education and social movements for equality in public education; and (4) \The Bottom Line (1980-present),\ which explores the most recent issues in public… [PDF]
(2005). Distancing Strategies: White Women Preservice Teachers and Antiracist Curriculum. Urban Education, v40 n6 p606-626. This study describes White women preservice teachers' talk in and about an antiracist teacher education course aimed at raising students' awareness of racial inequities. Rather than be fully engaged participants in classroom discussions, White women distanced themselves through strategies of silence, social disassociation, and separation from responsibility. They used these strategies in response to perceptions that they were being positioned as racist, directly implicated in institutional racism, or responsible for racial discrimination. The article concludes with thoughts about how instructors might engage White women and antiracist curriculum, and therefore affect their ability to effectively teach students from various cultural backgrounds, through metadialogic approaches to race discussions…. [Direct]
(2008). Cultivating a Critical Race Consciousness for African American School Success. Educational Foundations, v22 n1-2 p11-28 Win-Spr. In the field of education, much of the research on Black student achievement focuses on cultural and/or structural explanations for the academic outcomes of these adolescents. A vast amount of the research on Black student achievement perpetuates a continuous discussion of Black underachievement. Race continues to remain central across discussions that include psychological, anthropological, and sociological analyses. While this research highlights individual, environmental, institutional, and societal factors that affect Black students' schooling experiences, there is a lack of in-depth examination of how these factors interact with students' individual identities to shape their attitudes and beliefs about schooling and subsequent school behaviors. This article does not focus on the schooling experiences of urban, Black high school students; rather, it illuminates students' attitudes about race and racism, achievement, and the utility of schooling for upward mobility. In the… [PDF] [Direct]
(2022). A Pioneering Antiracism Effort in Higher Education: A Single Case Study of a University Racial Equity Center (REC) in a Predominantly White Institution (PWI). ProQuest LLC, Ph.D. Dissertation, The University of Toledo. A single case study was conducted to explore how and in what ways a university Racial Equity Center (REC) conceptualizes antiracism to engage in racial equity efforts. Ten sub-research questions are answered in this research using qualitative data (i.e., fieldwork, documents, and interviews). Through this research method, it was found that the site of this study (the Student Success and Racial Equity Center or SSREC) conceptualized antiracism to be the work of actively opposing racism that is manifested in the form of racist policies and racist practices. The SSREC opposes racism collaborating with campus partners to advocate on behalf of underrepresented racial minority students (URMs), and by coordinating academic programs which cater to the academic needs of students of color. As a result, the SSRECs efforts aim to increase sense of belonging among URM students and to enhance graduation rates among URM students attending Midwestern State University (MSU). This research extends the… [Direct]
(2007). The March of Remembrance and Hope: Teaching and Learning about Diversity and Social Justice through the Holocaust. Teachers College Record, v109 n6 p1423-1456. Background: Experiential learning has been posited as an approach to influencing preservice teachers' understanding of diversity and social justice. The research reported here examined the impact of a field-based experience in Poland focused on the Holocaust as it pertained to the beliefs and actions of 12 future education professionals. This program, the March of Remembrance and Hope (MRH), took place in Poland in May 2003; the pretrip preparation occurred in January-May 2003 at a large southeastern university. Five of the participants were preservice teachers, and 7 were graduate students in either counseling psychology or school psychology. The MRH is an international interfaith trip to Holocaust sites in Poland, sponsored by the March of the Living, Israel. The MRH educates participants, primarily Gentiles, about the Holocaust and the dangers of intolerance and racism. Purpose of Study: The authors are teacher educators committed to multicultural teacher education and teaching… [Direct]
(2023). A Step Closer to Racial Equity: Towards a Culturally Sustaining Model for Community Schools. Urban Education, v58 n9 p2058-2088 Nov. In this article, we explore community schools, as first theorized through community organizing, in relation to movements for racial justice in education to address the following question: How has educational equity been radically imagined by the community school movement in New York City to reframe how we understand success, meaningful school experiences, and the possibility for hope, healing, and racial equity in education? Using ethnographic methods, we answer this question by examining what went into the grassroots commitments of organizers and the grasstops implementation of the community schools' strategy at the district level. This examination sets a context for exploring what we saw happening at the school level, where we observed community meetings with organizers and district officials and interviewed key stakeholders about their deep histories of advocating for equitable reform. Drawing on an abolitionist paradigm, we describe how organizers such as those in NYC, who were… [Direct]
(1994). Multiculturalism as a Basis for Empowerment and Societal Reform. During the past 2 decades, population changes have resulted in a multiethnic society in the United States with cultural diversity beyond the imaginings of the country's founders, whose initial view of the concept of Americanism, and consequently multiculturalism, included racism and slavery. Multiculturalism cannot disunite America, because the country has never been united ethnically and cross-culturally. Multiculturalism as a social movement in America has the revolutionary potential of the Civil Rights movement. The National Association for Multicultural Education (NAME) is providing courageous leadership in the effort to include multicultural content in all educational curricula in the nation's education systems. The National Association for Equal Opportunity in Higher Education (NAFEO) has led the struggle for equity in higher education for African Americans and other ethnic minorities for a quarter of a century. NAFEO finds itself well placed to lead in the multicultural… [PDF]
(1971). Equal Educational Opportunity: Hearings Before the Select Committee on Equal Educational Opportunity of the United States Senate, Ninety-Second Congress, First Session on Equal Educational Opportunity, Part 20–Unequal School Practices. Washington, D.C., November 8, 1971. Contents of these hearings include the following: (1) the testimony and prepared statements of Dr. Mark Lohman, assistant professor, School of Education, University of California, Riverside; (2) \On the road to educational failure: a lawyer's guide to tracking,\–Em Hall, reprinted from \Inequality in Education,\ No. 5, Harvard Center for Law and Education; (3) \Ability grouping: do's and don'ts,\ Warren Findley and Miriam Bryan, reprinted from \Integrated Education,\ Issue 53, September-October, 1971; (4) \Voices from the South: Black students talk about their experiences in desegregated schools,\–Betsy Fancher, a special report from Southern Regional Council Inc., August, 1970; (5) \What students perceive,\ a report of the U.S. Commission on Civil Rights; with an introduction by Alvin F. Poussaint, M.D.; and, (6) \The miseducation of white children,\ reprinted from Chapter 4, \Institutional Racism in America,\ Prentice-Hall, Inc., 1969, Englewood Cliffs, N.J. (JM)… [PDF]
(1978). The Urban Minority Experience: Selected Proceedings of the Annual Conference on Minority Studies (4th, April, 1976), Volume 5. The conference papers presented in this volume focus on the urban minority experience with regard to race, ethnic issues, and ethnic studies programs. The papers which deal with ethnic studies programs address such topics as American Indian Studies, Eurocentric bias in Western studies of Asia, black student alientation at small liberal arts colleges, continuing education programs for social workers, bilingual/bicultural education, innovative models for desegregation, and African Studies curricula. The papers which deal with race and ethnic issues address such topics as ethnicity and pluralism, the urban experience of Italian-Americans, the deportation of Mexicans from East Chicago in 1932, Mexican-American stereotypes, racism and Indian policy in North Carolina, and the increase in urbanization of blacks and the expansion of black participation in nationally based voluntary associations. (Author/EB)…
(1973). Asian-Americans and Public Higher Education in California. Asian Americans in urban, suburban, and rural areas of California encounter complex social, economic, and psychological problems. Many are confronted by political insensitivity, economic exploitation, overt and covert racism as well as blatant and de facto forms of discrimination. Most educational institutions in California fail to respond to the educational needs of Asian Americans. Access to higher education does not assure the opportunity to learn about the problems facing the various communities; no forum is provided in which Asian students can explore creative solutions to these problems in the formal course of their studies. This document describes the situation of Asian Americans in postsecondary education and recommends reasonable alternatives that will hopefully result in a greater degree of educational self-determination for Asian Americans as well as the general populations. (HS)… [PDF]
(1999). The Elephant in the Living Room: Racism in School Reform. When serving economically disenfranchised African American children, school systems often unconsciously respond from a racist and class biased paradigm. Teachers often unconsciously operate from a framework of low expectations for these students' success. Society often supports the notion of students getting by with less because less is all the schools believe they can do. The Urban Atlanta Coalition Compact (UACC) is one current reform effort. As researchers engage with UACC schools that are struggling with ways to create better learning environments for African American children, they have observed that racism is a significant factor in the failure of schools to meet these students' academic needs. A 1997-99 research effort explored what could be done as a collaboration of schools and universities to remedy this situation. This paper discusses the early manifestations of racism encountered in the formation of the UACC project during its planning meetings with the steering… [PDF]
(2006). Facing Race: 2006 Legislative Report Card on Racial Equity. California. Applied Research Center This Legislative Report Card assesses how California's governor and Legislature have handled bills it says affected racial inequities–or might have if they had been signed into law. The report examines an eclectic collection of bills that addressed the minimum wage, the creation of a single-payer health care system and other issues in education, health care and civil rights. Legislators' support of the bills identified by the group mirrored the proportion of non-white residents in their districts, according to the report. The Report Card covers four issue areas: (1) education; (2) economic justice; (3) health; and (4) civil rights. Each section provides an overview of racial disparities, a description of key legislation advanced in 2006, and a summary of grades for the Assembly, Senate, and Governor. This Report Card also exposes missed opportunities, revealing where and how racial equity policies were undermined throughout the legislative process. An additional section tracks… [PDF]
(2023). "We Should Have Held This in a Circle": White Ignorance and Answerability in Outdoor Education. Journal of Environmental Education, v54 n2 p114-131. This critical ethnography highlights an ongoing research partnership between two Indigenous studies scholars and their effort to prepare outdoor educators to support Indigenous students more effectively in their programs. After a listening session at the Oregon Indian Education Association annual conference where Indigenous educators and community members urged the Oregon State University Outdoor School program to address how outdoor education reproduced stereotypes of Indigenous peoples and appropriated Indigenous knowledge systems, the authors developed and implemented a series of professional development workshops for outdoor educators in various regions throughout Oregon. The workshops sought to prepare outdoor educators to more effectively support Indigenous students in their classrooms and schools. This article documents the ways outdoor educators embraced or evaded those concepts and commitments and offers recommendations for outdoor education programs and professional… [Direct]