(1985). The Relationship between Racism and Education in South Africa. Harvard Educational Review, v55 n1 p86-100 Feb. The author traces the relationship between racism and education in South Africa in light of the numerous racist policies and practices that the South African government has pursued and continues to implement. Dube describes the introduction of Bantu education and draws attention to the intended and unintended outcomes of this system. (Author/CT)…
(2024). Cultivating Educators of Color: The Role of School in Shaping Students of Color's Perceptions about Teaching. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Seeking to enhance efforts toward diversity in the teaching profession, this study used a heuristic methodology to explore how the lived experiences of high school students of Color participating in an education pathways high school course shaped their perceptions of the teaching career. Critical race theory (CRT), critical whiteness studies, and culturally relevant pedagogy (CRP) and their interrelatedness provide an understanding of the role of race in K-12 education. There is an overlap that exists between CRP, CRT, and whiteness studies. CRT provides the lens to understand racism, and critical white studies unpack White privilege. Thus, CRT and critical whiteness studies contextualize CRP, enabling the means to examine how race has been used, institutionalized, and maintained in schools (Sleeter, 2017) and making them tools for isolating race and racism effects on education. The findings of this study reveal challenges and motivations shaping the aspirations of students of Color… [Direct]
(2024). The (Un)Equal University: Training Programmes and the Commodification of Race. Higher Education Quarterly, v78 n4 e12518. There is a plethora of evidence to suggest that academics of colour remain under represented in higher education; they are less likely to be professors and occupy senior managerial roles compared to White groups and report regular incidents of overt and covert racism. Equality, Diversity and Inclusion initiatives such as training programmes to progress the position of academics of colour into senior roles have been used to address their under representation. Drawing on Critical Race Theory this paper examines how within the neoliberal marketised university, such training programmes are used for the benefit of White groups to perpetuate White privilege…. [Direct]
(2023). Examining Responses to a Racist Event in a Sorority and Fraternity Life Community: A Case Study. Journal Committed to Social Change on Race and Ethnicity, v9 n1 p118-154. Racism has been interwoven in implicit and explicit ways within historically white sorority and fraternity life (SFL) communities since their inception. However, few studies have provided insight to how practitioners address the realities of racism in SFL broadly, or specifically how SFL practitioners have attended to race-based incidents on their local campuses, the success of these initiatives, and to what degree their actions have been sustainable over time. This project sought to contribute insight to these dynamics by mobilizing a case study approach guided by an institutional response framework to focus on how a particular SFL community at Sunnydale University (a pseudonym) took steps following a racist event that occurred on their campus. Using data collected from five professionals and 19 students on campus, as well as from institutional documents, findings from this study revealed the following: the lack of preparedness and plan to address racist events, how they moved… [PDF]
(2022). A DisCrit Analysis of Quality in Early Childhood: Toward Pedagogies of Wholeness, Access, and Interdependence. Teachers College Record, v124 n12 p192-219 Dec. Background: In U.S. contexts, the language of "quality" early childhood education is widely invoked to evaluate the "goodness" of teaching and learning and is often leveraged in attempts to ameliorate inequities. Likewise, efforts to define and achieve generalizable conceptualizations of early childhood quality often guide what takes place in teacher education. Though objections to quality reform efforts and the ways they uphold white supremacy have been extensively discussed, less work has explicitly examined how ableism intersects with racism in the ways quality is defined and applied in early childhood. Purpose: The purpose of this conceptual article is to extend prior critiques of quality to critically examine intersections of racism and ableism in the definitions, measurements, and enactments of quality early childhood teaching and learning. We bring disability critical race theory (DisCrit; Annamma et al., 2013) into conversation with literature on quality… [Direct]
(2023). Addressing Racial Stress among Black Undergraduate Students. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Barbara. The recognition of racism as a social determinant of health, with particularly strong impacts on mental health, highlights the need to take concrete action to address the effects of racial stress among Black Americans (Paine et al., 2021; Paradies et al., 2015). Black undergraduate students are particularly vulnerable to the effects of racism because, in addition to the general stressors associated with the transition to college, they are faced with the unique stressors of anti-Black racism and discrimination on- and off-campus (Mushonga, 2020). These racial stressors can lead to impacts on physical, mental, functional, social, and spiritual aspects of well-being (Harrell, 2000). Racial stress screening is proposed here as the first step in a data-driven strategy for identifying Black undergraduate students experiencing racial stress, with the goal of informing delivery of direct mental health services, implementation of campus-wide interventions or programming, and referral of… [Direct]
(2024). "This Is What We Wanted to Learn": Anti-Racist and Anti-Colonial Education with 1st Gen Korean American Seniors in a Time of Asian Hate and Racialized Dread. Review of Education, Pedagogy & Cultural Studies, v46 n1 p118-134. In this paper, I explore the challenge and promise of developing an anti-racist and anti-colonial curriculum and pedagogy in a time of racialized dread. Drawing on my experience teaching a 10-week course on racial justice, delivered in the Korean language, to 1st generation Korean American seniors in the Southern United States. I explore how the group channeled their frustration, tension, and anger in the face of Asian hate into hope and a passion to learn about the history of race in the United States and the Asian American community. Through weekly lectures, counter-storytelling, and in-depth discussions, I learned of their desire to name the racialized dread arising from everyday racism. By employing Critical Race Theory and Asian Critical Theory, and centering the Ethnic Studies' liberatory approach to education, I demonstrate that the community's perceptions of race and racism are shaped at the intersection of U.S. imperialism, South Korea's transnational ideology of… [Direct]
(1978). Racism: How Shall We as Administrators Work for a Smooth Transition?. This is a speech by the Dean of Student Affairs for Women at Jackson State University on the subject of racism in higher education. The bias against blacks in testing and admission procedures is mentioned. The need for administrators to confront and remove their own biased racial attitudes, and to develop an atmosphere for equal opportunity and cultural pride is stressed. (GC)…
(2023). Latino Male Community College Students' Perceptions of Course-Related Interactions: A Critical Race Analysis. Journal of Latinos and Education, v22 n3 p977-989. This paper explores Latino male community college students' perceptions of their course-related interactions with faculty at a Hispanic Serving Institution in California. Using a Critical Race Theory in Education framework, we qualitatively examine the ways in which race and racism shape students' descriptions of these interactions and the extent to which students attribute negative interactions to racial discrimination and/or oppression. Longitudinal, semi-structured interview data (N = 24) presented underscore the need for structurally diverse faculty in community colleges…. [Direct]
(2021). White Supremacy and Teacher Education: Balancing Pedagogical Tensions When Teaching about Race. Teachers College Record, v123 n1. Context: University-based teacher education programs are increasingly committed to teaching about race and racism, but programs continue to face challenges in preparing justice-oriented educators. Critical scholarship on teaching about race and racism has identified some core concepts that teachers should learn, including an understanding of systemic racism. A deeper understanding of the structure and function of White supremacy as a system, specifically as it operates within teacher education as a social institution, can provide insight about the challenges faced by teacher educators (TEs) who teach about race and racism. Drawing from articulations of the characteristics of White supremacy, the author identifies operant mechanisms of White supremacy in teacher education. Purpose: This article offers a framework for the logic of White supremacy as consisting of three core concepts: (1) the logic of racialized distribution of power; (2) the logic of intentional White ignorance and… [Direct]
(2019). "They Hate on Me!" Black Teachers Interrupting Their White Colleagues' Racism. Educational Studies: Journal of the American Educational Studies Association, v55 n2 p197-213. Black teachers have long been aware that Black students face racism in multiple forms throughout their lives. As racism has consistently been present throughout the history of the United States, Black teachers have used education as a platform to work against that racism, adapting their strategies through different periods in American history. Although Black teachers who taught in the Jim Crow era of legally mandated segregated schools taught their students how to deal with the racism that they faced outside of the school building, those who teach in diverse schools today find themselves preparing students to deal with the racism they experience beyond school and helping students navigate the racism they experience within the school building. The purpose of this article is to examine the ways in which Black teachers work to interrupt the racism that their White colleagues inflict upon their students. Findings indicate that efforts to protect Black students from White teachers' racism… [Direct]
(2022). 'What If What the Professor Knows Is Not Diverse Enough for Us?': Whiteness in Canadian Kinesiology Programs. Sport, Education and Society, v27 n7 p789-802. This study builds on research that found a significant lack of racial diversity in Canadian university kinesiology programs. We extend previous findings by including the experiences of students who reveal how whiteness structures every aspect of their kinesiology education. We employ Critical Race Theory and theories of whiteness within a case study of eight kinesiology faculties in Canada. The mixed methods data collection included: (a) analysis of website photos and anti-racism documents to determine the perceived racial diversity and anti-racism priority; and (b) semi-structured interviews with five undergraduate students from one kinesiology program to analyze their experiences with whiteness. We found (1) white privilege was evident through an overrepresentation of white bodies among the professoriate, overlooking whiteness in research and teaching, and a dearth of policies targeting anti-racism; and (2) that white social dominance was prevalent but made invisible in student… [Direct]
(2021). A Critical Race Analysis of University Acts of Racial "Redress": The Limited Potential of Racial Symbols. Educational Policy, v35 n2 p304-322 Mar. More historically White institutions of higher education are compelled to respond, in some way, to increased activism and awareness of continued legacies of racism and racial crises on campuses. The author suggests that how schools wrestle with their legacies of racism and/or respond to student demands to right racial wrongs on campus might be considered university acts of racial redress. Through a Critical Race Theory inspired chronicle, the author argues that seemingly positive university acts of racial redress such as policies, place un/naming, or public statements are, in fact, Racial Symbols that do little to change the material realities of racially marginalized people on campus…. [Direct]
(2021). Legacy and Recommitment to Advocacy, Equality, Justice for Asian Americans and Pacific Islanders and All Racial Groups. Journal of College and Character, v22 n1 p64-72. Responses to our survey of national community and higher education Asian American and Pacific Islander (AAPI) leaders regarding personal and professional experiences with discrimination are consistent with other reports on AAPI challenges. The diverse AAPI community (6%) is the fastest growing ethnic group in the United States. We are optimistic that progress is underway to address the interconnected challenges of COVID-19, systemic racism, U.S. decennial census, immigration, and 2020 elections. AAPIs must continue to develop strong internal coalitions as well as solidarity with all racial/ethnic groups for equality and against systemic racism. AAPIs "belong" in America and demand voice, visibility, and advocacy…. [Direct]
(2022). Navigating Race in Science Teacher Education: The Counterstory of a Woman Faculty of Color. Journal of Science Teacher Education, v33 n2 p192-205. This study uses Critical Race Theory and the Politics of Domestication as guiding frameworks to investigate the experiences of a Woman Faculty of Color science teacher-educator. The experiences focus on the status quo of race relations in science teacher education and how they are revealed through everyday practices, interactions, and the culture in a teacher education department. Two CRT tenets, racism is a normal part of society and interest convergence, highlight how science teacher education still primarily operates centered in whiteness…. [Direct]