(2023). Black Scholarship in a White Academy: Perseverance in the Face of Injustice. Johns Hopkins University Press While research has emphasized the importance of a diverse faculty, higher education has done little to bring this goal to fruition. The hidden politics at play during the traditional tenure and promotion process represent a significant obstacle to the advancement of Black faculty. While research productivity is the cornerstone of a successful tenure and promotion case at most universities and colleges, Black faculty are more likely to be tasked with extra service activities, which constrains time for research. Many Black faculty are also community-conscious scholars dedicated to conducting research to help uplift their communities, which may not be seen as credible or as valuable in the tenure and promotion process. Edited by Robert T. Palmer, Alonzo M. Flowers III, and Sosanya Jones, "Black Scholarship in a White Academy" offers important perspectives on how Black faculty and their scholarship have been historically devalued within the academy, particularly in… [Direct]
(2022). Race, Negative Acculturation, and the Black International Student: A Study of Afro-Caribbean and African-Born Students in U.S. Colleges. International Research and Review, v12 n1 p33-51 Fall. Black students originating from African and Caribbean nations are well represented in the ranks of international students attending U.S. colleges, at over 51,000 annually (Institute of International Education, 2021). In addition to contributing heavily to the overall economic impact of the universities they attend (NAFSA, 2021), Black foreign-born students play a critically important role in adding diversity of thought and perspective to these academic communities. However, because of the additional socio-political challenges they face in a racially polarized United States, these students must navigate a more difficult pathway to acculturation and desirable academic outcomes than their non-Black peers. This qualitative study examines the phenomenological experiences of 15 foreign-born Black students from the subSaharan African and Caribbean regions — lived experiences found at the intersection of immigration, race, and higher education. The findings suggest that the interpolations… [PDF]
(2024). Navigating Emotional Discomfort in Developing Equity-Driven School Leaders: A Conceptual-Pedagogical Framework. Journal of School Leadership, v34 n5 p465-488. Background: Given that K-12 schools necessitate leaders who can advance equity and justice, preparation programs in higher education institutions have prioritized the development of equity-oriented school leaders. However, there has been relatively limited exploration of pedagogical approaches that equip educational leaders to navigate adverse emotional responses and utilize their discomforting emotions as a source of transformation toward equity-oriented principles. When negative emotions are suppressed and/or unexplored within leadership development programs, adult learners will likely miss crucial opportunities for personal growth and transformative change. Purpose: This theoretical article aims to enhance and expand existing scholarship on the pedagogies of emotional discomfort by developing a conceptual-pedagogical framework for preparing equity-driven school leaders. Conceptual Model: We explore the role of emotions in/as learning, drawing insights from the learning science… [Direct]
(2021). How African American Female Faculty Experience and Perceive the Organizational Culture at Community Colleges: A Qualitative Study. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The purpose of this qualitative descriptive study was to explore the lived experiences of African American female faculty members within the organizational culture at community colleges in the south. Three research questions that provided guidance for this study: How do African American female faculty members describe their lived experiences within the organizational culture at community colleges? How do African American female faculty members describe their lived experiences within the organizational culture at community colleges when examining issues of racism? How do African American female faculty members describe their lived experiences within the organizational culture at community colleges when examining issues of sexism? Semi-structured interviews and critical incident reports were utilized to collect in-depth narratives. Critical race theory and Black feminist thought served as the theoretical foundation for this study. Data analysis involved Braun and Clarke's six-step… [Direct]
(2020). Peace and Conflict in Israeli State-Approved Textbooks: 2000-2018. Journal of Curriculum Studies, v52 n4 p533-550. The current article describes the peace and conflict educational approaches found in the Jewish-Israeli curricula between the years 2000-2017. Using thematic analysis, it extracts the dominant themes and messages towards Muslim, Arab and Palestinian 'others'. The study follows 123 textbooks recommended by the Israeli Ministry of Education for grades 7 through 12 of the Jewish state and state-religious sectors for the 2000-2019 academic years. The academic subjects or disciplines represented in the study include history, geography, civics, (Jewish) religious studies and Hebrew language and literature studies. Study findings indicate that current Israeli textbooks to not contain any overt racism or incitement against Palestinians. However, ethnocentric perceptions and victim mentality are two themes that still dominate curricular discourse and are counterproductive to peace education goals. Additionally, the paucity of Palestinian narratives is another potential hurdle to achieving… [Direct]
(1992). Racism and Education: Different Perspectives and Experiences = Le racisme et l'education: Perspectives et experiences diverses. These 12 essays provide insights into how racism demoralizes and debilitates the confidence of all Canadians affected in the educational milieu, especially the young. The writers all unmistakably signal the challenge for change and a renewed commitment to justice and equality. Essays include: (1) "There is a Better Canadian Answer" (Patrick Brascoupe Apikan); (2) "Aboriginal Peoples, Racism and Education in Canada: A Few Comments" (Paul Chartrand); (3) "Anti-Racist Education and the Curriculum–A Privileged Perspective" (Nora Dewar Allingham); (4) "Different Perspectives and Experiences: Memories from The Sir Martin Frobisher School" (Alootook Ipellie); (5) "Killing the 'Spirit' through a History of Racial Policies" (Mae Katt); (6) "Combatting Racism and Ethnocentrism in Educational Materials: Problems and Actions Taken in Quebec" (Marie McAndrew); (7) "A Young Person's Perspective" (Jennifer Melting Tallow); (8)… [PDF]
(1985). Human Rights, Racism and the Multicultural Curriculum. Educational Review, v37 n2 p141-52 Jun. The author looks at what is meant by racism, the theories of prejudice that are currently available, and what is known about intervention strategies to correct for racism and prejudice. Education's role in these strategies is examined. (CT)…
(2020). The Eyes of History Are upon You: Toward a Theory of Intellectual Reconstruction for Higher Education in a Post-Truth Era. Review of Higher Education, v44 n2 p167-188 Win. "The Eyes of Texas," the official song of The University of Texas at Austin (UT), was written during the Jim Crow era, was first performed at a 1903 minstrel show, and was inspired by Robert E. Lee. This legacy and the enduring institutional racism at UT bring into question the purpose and propriety of the song in a post-truth era, where observable and documented facts may not be as influential in shaping public sentiment than subjective perceptions. This conceptual essay urges institutional leadership in higher education and academia writ large to practice "intellectual reconstruction," or an education–not a celebration–of minoritizing institutional anachronisms in order to (re)purpose and (re)appropriate these anachronisms, many of which may be crucial to an institution's identity, history, people, and place…. [Direct]
(2021). Formative Assessment for Equitable Learning: Leveraging Student Voice through Practical Measures. Science Teacher, v89 n2 p32-36 Nov-Dec. All educators engage in formative assessment; however, to ensure educators are fostering equity in how diverse learners experience learning, the assessment toolkit needs to be expanded. Science education, like all other aspects of society today, has persistent issues of inequity rooted in issues of anti-Blackness, colonialism, and racism; however, as a community, science educators are exploring ways to engage deeply in abolition and de-colonial efforts within science learning contexts. One way of sensing how diverse learners are engaging in science learning is through practical measures surveys, a type of formative assessment that amplifies students' voice around how they are learning (Bryk et al. 2015). This article discusses types of practical measures, designing practical measure surveys, and using feedback in instruction design making. The article also includes guidance for designing practical measures surveys, and highlights challenges and opportunities…. [Direct]
(2021). Dealing with Hate to Boost Multiculturalism in Colleges/Schools of Education. Multicultural Learning and Teaching, v16 n1 p29-44. Hate has always been a part of our lives and world. We have rationalized about it and pretended that it is a personality difference that is not very harmful and hurtful. However, hate continues to be devastating and visible in the forms of discrimination, racism, xenophobia, linguistic superiority, religious bigotry, Messiah Complex, White supremacy, and prejudice, to mention a few. At Colleges/Schools of Education (C/SOE) and their respective colleges and universities, hate and its related problems continue to manifest themselves in these institutions in divergent ways, thereby making them unsafe, unhealthy, and uncomfortable environments to culturally and linguistically diverse (CLD) and vulnerable individuals who have been traditionally devalued, disenfranchized, disadvantaged, and disillusioned. In this article, I discuss the dangers of hate in C/SOE and recommend what we can do to boost multiculturalism in these educational environments…. [Direct]
(2014). Reimagining Journalism Education through a Pedagogy of Counter-News-Story. Review of Education, Pedagogy & Cultural Studies, v36 n2 p109-126. In this article, the author describes her experience teaming up with "Venceremos," an alternative bilingual student newspaper that after laying dormant for five years was revived in 2007 by seven Chicana/o students at a Rocky Mountain university. Working with "Venceremos," she designed a university-sanctioned communication course that supports the publication of "Venceremos" and evolves its form of progressive community journalism. Upon learning of the publication's inconsistent twenty-year history on the university campus and in the greater community, she sought to institutionalize the publication, as well as to evolve and articulate the elements of this distinctive Chicana/o journalism practice (Alem√°n 2011) by designing a course and accompanying pedagogical practice that sustains publication of the newspaper. Offered for the first time during the Fall 2008 semester, the "Venceremos" course has run for eight semesters, resulting in seventeen… [Direct]
(2023). Synthesizing Knowledge on Equity and Equity-Based School Safety Strategies. National Institute of Justice This publication provides an overview of the literature on school safety in the United States, with a focus on equity. Using the framework developed by the National Institute of Justice (NIJ), this publication situates a comprehensive school safety approach as a balance of three key elements: physical safety, school climate, and student behavior, with an emphasis on equity and the inclusion of knowledge gained from projects funded by the NIJ Comprehensive School Safety Initiative. The recent effects of the COVID-19 pandemic and the national outcry to address systemic racism have highlighted the continuing inequities that make schools unsafe for marginalized students. Systems must consider the experiences of these students and be intentional about implementing policies that balance the elements of a comprehensive school safety framework while also explicitly considering equity. For the purposes of this discussion, equity in school safety is defined as a system that not only considers… [PDF]
(2017). Dysconscious Ableism: Toward a Liberatory Praxis in Teacher Education. International Journal of Inclusive Education, v21 n9 p894-905. This study draws upon King's [1991. "Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers." "Journal of Negro Education" 60 (2): 133-146] concept of "dysconscious racism," extrapolating from it the analogous conceptual device of "dysconscious ableism." We report upon data drawn from an inquiry at a US university-based teacher preparation programme, wherein we analyse our teacher education candidates' writing through the conceptual lens of dysconscious ableism, to better understand their conceptualisations of dis/ability, and their understanding of existing examples of educational segregation based upon those conceptualisations. We make an argument for the necessity of engaging in studies of ableism in teacher education generally, and also for the usefulness of using the specific conceptual device of "dysconscious ableism" as a central tool of social justice pedagogy in teacher education…. [Direct]
(2024). Balancing Wellness and Leadership: Exploring Black Women Administrators' Subjective Well-Being, Resilience, and Radical Self-Care in Higher Education. ProQuest LLC, Ed.D. Dissertation, Abilene Christian University. Leaders in higher education experience high and unrealistic demands for their skills, time, and energy, causing stress, competing priorities, burnout, compromised health, and attrition. However, unlike other racial and gender groups, Black women higher education administrators experienced these challenges more intensely. As a result of chronic stress associated with being undervalued and overworked, discriminatory and unwelcoming workplaces, and intersectional biases, Black women leaders are leaving higher education workplaces. Despite the link between gendered racism and unwellness, little is known about the problem from a positive leadership perspective. This study addressed the lack of knowledge of the wellness strategies Black women administrators in higher education use to persist in leadership. Guided by Black feminist thought, the purpose of this qualitative study was to examine how Black women administrators describe their lived experiences and make meaning of their… [Direct]
(2024). Priced out of Opportunity: Investigating the Impact of California's Housing Burden on School Segregation and Black Student Achievement. ProQuest LLC, Ed.D. Dissertation, California State University, Sacramento. Historically, de jure systemic racism in the United States and the California housing market resulted in a lack of Black family access to housing in affluent neighborhoods, generating a Black-White wealth and income gap still observed today. Even after eliminating much of this outright discrimination, these economic gaps caused de facto segregation of many Black families from affluent and primarily White neighborhoods. This practice is especially prevalent in California, where housing costs are particularly burdensome, and Black families are unlikely to find affordable housing in affluent school districts. Black children are likely to attend Black-White segregated and low-socioeconomic status (SES) school districts. This study, grounded in critical race theory and the education debt model, empirically documents how higher average home prices in California keep Black children out of affluent districts more likely to boast higher standardized test scores. Holding other explanatory… [Direct]