(2024). "That Does Not Apply": Graduate Students' (Mis)Perceptions of the Racial Climate in STEMM. Studies in Graduate and Postdoctoral Education, v15 n3 p290-305. Purpose: This study aims to explore how science, technology, engineering, mathematics and medicine (STEMM) graduate students' experiences with and conceptualizations of racism can more clearly expose the current racial climate across multiple academic institutions. Design/methodology/approach: A mixed-method approach using a single online questionnaire consisting of open-ended and Likert scale questions about their perceptions of the racial climate in their department was completed by 34 graduate students of different races and STEMM disciplines. Findings: Results from this study suggested that graduate students, regardless of race, consistently perceive STEMM as colorblind. The results also suggest that experiencing or witnessing racial discrimination is potentially predictive of perceptions of negative social support. Furthermore, multiracial and international graduate students often face different experiences of discrimination than do other graduate students. Originality/value: By… [Direct]
(2022). Principals' Approaches to Addressing Racial Inequities in Schools. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Racism has always been a factor in U.S. education, whether it be anti-literacy laws aimed at enslaved Africans (Mitchell 2008), segregated schools in the south during the era of Jim Crow (Ladson-Billings, 2004), or funding disparities in the northern United States between schools serving majority white students versus those serving predominantly minoritized students (Kozol, 1991). Principals are charged with understanding, handling, and combating the various forms of racial inequities in schools. As racism in all its forms continues to exist in schools, principals are in a prime position to mitigate its negative impacts (Flores & Kyere, 2021; Leithwood & Jantzi,1990; Lac & Baxley, 2019; Solomon, 2002). Using a multi-case study approach to highlight how three white women principals conceptualize and address racism, this study asks the following questions: (1) What approaches do three white women principals in three midwestern elementary schools use to foster racial equity… [Direct]
(2022). Disabled and Racialized Musicians: Experiences and Epistemologies. Action, Criticism, and Theory for Music Education, v21 n2 p17-56. Drawing on DisCrit–disability studies and critical race theory (Annamma, Ferri, and Connor 2013) and Beaudry's (2020) framework for accounts of disability, we (the authors) examine the lived experiences of Jason and Gift as disabled and racialized musicians. Echoing the DisCrit maxim that ableism and racism are intertwined, we assert that, like disability studies in general, disability research in music education is characterized by unmarked whiteness (Bell 2006, 2011). As a result, disability research in music education has a deep deficit of epistemologies of disabled and racialized people. To address this issue, we adhere to the fourth tenet of DisCrit by centering the perspectives of disabled and racialized people, presenting the experiences of Jason and Gift with music teaching and learning in the form of conversational interviews…. [Direct]
(2022). A Critical Discourse Analysis of Mainstream College Student Leadership Development Models. Journal of Leadership Education, v21 n4 p76-97 Oct. Developing leaders for a diverse democracy is an increasingly important aim of higher education and social justice is ever more a goal of leadership education efforts. Accordingly, it is important to explore how dominant leadership models, as blueprints for student leadership development, account for and may unwittingly reinforce systems of domination, like racism. This critical discourse analysis, rooted in racialization and color-evasiveness, examines three prominent college student leadership development models to examine how leaders and leadership are racialized. We find that all three leadership texts frame leaders and leadership in color-evasive ways. Specifically, the texts' discourses reveal three mechanisms for evading race in leadership: focusing on individual identities, emphasizing universality, and centering collaboration. Implications for race in leadership development, the social construction of leadership more broadly, and future scholarship are discussed…. [PDF]
(2020). Was This Guild Made for You and Me?: A Dialogue. Religious Education, v115 n1 p61-69. This is a co-written narrative essay about our lives as religious educators in white-dominant spaces of education and educational structures. This co-narrative expression embodies for us the different ways that People of Color and Women of Color have to function as part of the guild and as part of honoring our vocational commitments to anti-colonialism and anti-racism…. [Direct]
(2023). Building Self-Management and Self-Advocacy Skills in Students with Sickle Cell Disease: Communicating Health Needs in the School Setting. ProQuest LLC, D.Ed. Dissertation, Indiana Wesleyan University. Sickle cell disease (SCD) is a lifelong chronic medical condition diagnosed through screening at birth. Complications of SCD can significantly burden affected children as they learn to manage their health needs. This study sought to investigate the perceived obstacles that may hinder children with SCD from receiving the necessary support and resources at school. The research aimed to evaluate the impact of intentionally equipping children aged 8-14 with essential SCD education, self-care, and self-management guidelines to encourage self-advocating behaviors at school and explore how perceived racial bias influences students' pursuit of equitable support for their health and educational needs. Eighteen children with SCD attending multidisciplinary clinic appointments at a Midwest medical center consented to participate. Demographic and quality of life information was collected using the PedsQL (8-12) (13-18) Sickle Cell Disease Module Version 3.0, and the Demographics, Stanford,… [Direct]
(2023). Intercultural Film Literacy Education against Cultural Misrepresentation: Finnish Visual Art Teachers' Perspectives. Journal of Media Literacy Education, v15 n1 p31-43. Cultural misrepresentation simplifies cultures and their minorities, promotes racism, nationalism and eventually weakens democracies by spreading false information through audio-visual media. Intercultural film literacy education combines intercultural education and film literacy and uses a film as a starting point to discuss the cultural context, to analyse cultural representation and to evaluate how the culture is portrayed from a stylistic and formal point of view. The current study builds upon the previous research that linked intercultural education and film literacy to discuss how visual art teachers understand and practice intercultural film literacy education towards critical analyses of cultural representation in audio-visual media. The research data includes eight semi-structured interviews with Finnish visual art teachers, which were analysed using a thematic approach. The findings reveal the need to broaden the concept of intercultural education to include LGBTQ+ people… [PDF]
(2009). Is Racism in Education an Accident?. Educational Policy, v23 n4 p651-659. People live in a time where neoliberal positions, with their assumption that private is good and public is bad, are dominant. Yet, as the author and others have demonstrated, such positions consistently privilege particular and identifiable classed and raced groups. This is not accidental. Society, like many others throughout the world, is organized around extremely powerful dynamics that are very hard to interrupt. As David Gillborn, author of the book \Racism and Education,\ would claim, this privileging is one of the predictable effects of the ways in which such things as \race\ permeates people's everyday lives. It is not intentional in the usual sense of that word. However, to say that the effects are potent is to engage in understatement. How are people to understand these effects and the realities that both produce and are produced by them? Do people see them as accidental, as oddities that somehow seem to happen? Or are they truly constitutive dynamics that are at the very… [Direct]
(2022). Critiquing Racial Literacy: Presenting a Continuum of Racial Literacies. Educational Researcher, v51 n7 p481-488 Oct. "Racial literacy" has contributed powerful advances in multiple disciplines about how race and racism are understood. Many education scholars use the concept to refer to antiracist practices and ideologies, a definition that casts some people as either racially literate or illiterate. In this essay the author draws on examples from education literature to argue that this interdisciplinary conceptual norm hinders scholars' attempts to reveal the dominance of race-evasiveness, however unintentionally, for two reasons. First, describing people as racially literate or illiterate implies that those who adopt race-evasive or racist ideologies are not interpreting racial ideas, which overlooks that all people who live in a racist society engage in literacy practices that make meaning of race. Second, construing racial literacy strictly as antiracist obscures that making meaning of race can be done through hegemonic ideologies. This accepted conceptualization may stymie useful… [Direct]
(2023). Ordinary Solidarities: Re-Reading Refugee Education Response through an Anticolonial Discursive Framework. International Journal of Human Rights Education, v7 n1 Article 3. Growing attention to longstanding issues linked to racism and coloniality in humanitarian assistance has impelled important conversations about power inequities in global education spaces and their related scholarly fields. This paper contributes to these conversations by advancing an anticolonial discursive framework for rights-based interventions in and through education. Drawing on a three-year case study of one faith-based school in Lebanon, this paper explores how one ordinary school in a refugee hostile transit country secured and protected the right to education for refugee children from Syria, within a significant broader context of multiple compounding crises. The notion of "ordinary solidarities" is used to describe how this refugee education response sustained engagement in learning, despite tremendous community opposition and against a deteriorating sociopolitical, economic, and pandemic backdrop. Through organic responsiveness, upholding of equitable… [PDF]
(2024). A New Paradigm for Sport Education Programs: An Equity-Minded and Anti-Ism Framework. Sport, Education and Society, v29 n7 p805-829. The purpose of this manuscript is to examine the implications of the current ideological underpinnings of sport education programs (SEPs) in the United States (U.S.) and present a new equity-minded and anti-ism sport education (EASE) framework that reflects a paradigm shift towards equity-mindedness, anti-ism, cultural responsiveness, inclusive excellence, and transformational leadership. The sport industry has transformed from modest recreational activities for leisure entertainment at the local levels into a multi-billion-dollar global corporatized industry with far-reaching economic, political and sociocultural impacts. Despite the growth in popularity of SEPs, a major area of concern is the lack of critical reflection on their sociopolitical and cultural origins of the curriculum and corresponding metrics of success. Thus, we argue current SEPs (e.g. sport management, sport administration, sport leadership, sport business, parks and recreation, and sport entertainment,… [Direct]
(2001). From Racial Stereotyping and Deficit Discourse toward a Critical Race Theory in Teacher Education. Multicultural Education, v9 n1 p2-8 Fall. Examines connections between critical race theory (CRT) and its application to the concepts of race, racial bias, and racial stereotyping in teacher education. Defines CRT, then discusses racism and stereotyping, racial stereotypes in the media, and racial stereotypes in professional environments, noting the effects on minority students. Presents four exercises to better understand and challenge racism and stereotyping in education. (SM)…
(2023). Intersectionality for Art Education: A Manifesto for Engaging Homeplace through Hip-Hop Feminist Arts Praxis. Art Education, v76 n1 p14-22. Creative thought leaders and educators have readily invited and challenged humans to harness the imagination as a way to envision otherwise. Ethical teaching and learning processes demand creating equity along a continuum of critical and creative practices (Freire, 1970/2014; hooks, 2009; Love, 2019). Some in the field of art education have taken up such calls and have responded to complex humanitarian issues, specifically anti-Blackness racism, using critical frameworks that demand change in the arts in education (Kraehe & Herman, 2020; Rolling, 2020). Revealing systemic inequities and thereby demanding fresh approaches for understanding the lived experience in and through the arts in education, one such framework, intersectionality, has received fresh attention, partly because of COVID-19 and the resurgence of the #BlackLivesMatter movement. Specifically, Black women art educators (Peoples of the Global Majority) have begun to shift the discourse in the field to document the… [Direct]
(2021). Testing the Tests for Racism. Academic Questions, v34 n3 p17-27. Against the claim of decreased American racism over the past twenty years have come the audit studies. Throughout much of the modern era, a large number of empirically-minded social scientists have pointed out that racism seems by any objective standard to be declining. However, other scholars argue that anonymous tests show considerable modern-era bias against blacks and other racial minorities. How can both of these results co-exist, across dozens of well-designed studies? To answer this question, Wilfred Reilly reviews the audit studies and finds some of their results obviously do indicate that bias remains a reality within significant sectors of the U.S. employment and housing markets. However, these studies rarely if ever examine rates of prowhite (or pro-POC) bias in higher education, the public sector, and the minority business community; very frequently do not include adjustments for social class or perceived competence; and have not extensively compared the bias faced by… [PDF]
(2021). Understanding the Experiences of Racially Minoritized Doctoral Students in Evangelical Theological Education. Christian Higher Education, v20 n3 p141-159. Although some scholars have explored the experiences of racially minoritized doctoral students in large research universities, few have studied the racial dynamics of doctoral education in smaller institutions. Evangelical seminaries, graduate-level schools that train people for religious vocations, have become the subject of racial criticism in recent years. To better understand the racial dynamics of doctoral education in evangelical seminaries, I conducted a narrative-driven qualitative study with 12 racially minoritized doctoral students from several of these institutions. Employing a conceptual lens of Critical Race Theory (CRT) and Yancey's definitions of racism, I argue that racially minoritized doctoral students in evangelical seminaries remain under-supported in various ways…. [Direct]