(2007). Implications of the Equality-of-Oppressions Paradigm for Curriculum Content on People of Color. Journal of Social Work Education, v43 n1 p83-100 Win. Because no distinction is made in the Council on Social Work Education's educational standards about the frequency, intensity, or pervasiveness of the various forms of oppression, social work education affirms what may be called the \equality-of-oppressions paradigm.\ This article contends that, although the equality-of-oppressions paradigm is a valuable perspective, its ascendancy in social work education may be placing the coverage of people-of-color content at risk of being diminished. This article examines two implications of the equality-of-oppressions paradigm for people-of-color content: (1) the expanded definition of diversity, and (2) racism's persistence in social work education. The article also offers a model of differential vulnerability to help prioritize the various forms of oppression important to social work education…. [Direct]
(2023). "To Be Young, Gifted and Black". Teachers College Record, v125 n1 p56-83 Jan. Background and Context: Inspired by a photograph of the groundbreaking playwright Lorraine Hansberry that appeared in the New York Times following her unanticipated death in 1965, Nina Simone, pianist, singer-songwriter, and civil rights activist, carefully crafted "To Be Young, Gifted and Black," a song that later became the anthem of the 1970s Black Power Movement. Like Hansberry, Simone sought to encourage cultural and ethnic pride among young African Americans who found themselves at the crossroads of an identity crisis and a national dismissal of their existence, both funded by racism. Today, African Americans attending predominantly White institutions (PWIs) continue to grapple with these challenges. Purpose/Objective/Research Question or Focus of Study: For this study, we aim to amplify the lived experiences and ontologies of Black music education doctoral students at predominantly White institutions (PWIs) and to identify and confront racialized structures,… [Direct]
(2022). Lord, Why Did You Make Me a Black Woman?: Examining the Intersection of Race and Gender for Black Women Senior-Level Leaders at Historically Black Colleges and Universities and Historically White Institutions. ProQuest LLC, Ph.D. Dissertation, The Florida State University. The representation of Black women in senior leadership positions within higher education hovers at a dismal 5.8% (Wilder et al., 2013). Though Black women's degree attainment has increased substantially in comparison to other racial groups (NCES, n.d.), they are not recruited and supported in these roles (Jackson & Harris, 2007), especially in both Historically Black Colleges and Universities and Historically White Institutions. Consequently, the women who are successful in obtaining administrative and executive positions share experiences that illuminate a system still plagued with sexism and racism (Cooper, 2020). Using Black Feminist Thought, Intersectionality, and Misogynoir as frameworks, as well as a critical narrative inquiry, I explored the intersection of race and gender for Black women in senior-level leadership roles at HBCUs and HWIs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited… [Direct]
(2022). Remember. (Re)member. Re-member: Theorizing the Process of Healing, Sustaining, and Transforming as MotherScholars. Peabody Journal of Education, v97 n2 p199-211. In this article, we examine our efforts as a multiracial collective of mothers, activists, and education scholars to work together to (re)new ourselves — to use our collective energy to harmonize our relationships between home and work and to imagine new possibilities for the future of the academy through this regenerated state. Marginalized women have long used the collective power in this way — turning to one another for support through circumstances certainly as challenging and frightful as the pandemic and using the collaborative learning to build new futures for their children, their students and, by extension, society. Using a circle methodology and "abuelita" epistemologies framework, we engage in the different process of (re)membering ourselves as MotherScholars, in order to rupture the violent logic of structural racism in the academy, intensified by the global pandemic. The stillness of the earth provided a space for us MotherScholars to listen in a new way, to… [Direct]
(2022). Special Education Teachers of Color and Their Beliefs about Dis/Ability and Race: Counter-Stories of Smartness and Goodness. Curriculum Inquiry, v51 n5 p496-521. Teacher beliefs about race and dis/ability1 are important in understanding how teachers educate and support students of color with dis/abilities. This is particularly critical because of the overrepresentation of students of color in special education, irrelevant curriculum, and poor post-school outcomes which continue to impact students of color with dis/abilities in US public schools. Using qualitative counter-stories of goodness and smartness, this study highlights the expressed beliefs of two special education teachers of color, Leena and Leonardo, who were completing a special education teaching credential program at a Hispanic Serving Institution (HSI) in Southern California. The teachers were asked to compose a series of short and long reflections as part of two courses centering dis/ability and race. They also participated in follow-up interviews in which they reflected on their beliefs and experiences with the intersections of dis/ability and race. Courses were intentionally… [Direct]
(2021). Racial and Ethnic Diversity in Higher Education: White Privileged Resistance and Implications for Leadership. Education Policy Analysis Archives, v29 n38 spec iss Mar. Extrapolating history is crucial to mitigating the current underpinnings of racial and ethnic inequities in higher education; however, to establish sustainable change, one must consider its fundamental origin. The inception of 15th-century white settler colonialism is at the epicenter of modern-day racial discrimination and the normalcy of oppressive practices in the United States' education system (US) of America. To understand white settler colonialism and its denigrating manifestations is to understand the dynamics between those in power and those who are subjugated. America's white settler colonialism's horrific ideology is insidiously depicted through "torture," "persecution," "brutality," "plunder," and "pillage" (Traore, 2004). This ideology is the foundation that breeds our society's racial and ethnic hierarchy, including in higher education. Racial discrimination in higher education creates a partisan, culturally divided… [PDF]
(2020). From 'Illmatic' to 'Kung Flu': Black and Asian Solidarity, Activism, and Pedagogies in the Covid-19 Era. Online Submission, Postdigital Science and Education. Trending social media has indicated that there are currently two pandemics: Covid-19 and racism. While this typology and terminology can be critiqued, it is rather clear that the virus and white supremacy are key concerns of social movements in various parts of the world, particularly in nation-states that experienced European colonisation and imperialism. The wake of Covid-19 has perhaps brought greater attention and support to #BlackLivesMatter-oriented protest movements, including by those labelled people of colour (POC) or 'minorities' in the North American context, such as Latinx and Asian communities. But with the amplified protest movement have come deeper calls for systemic change, from policy to ideology to everyday practice. Some of these critiques have been directed at the privilege, positionality, and participation of Asian communities not only with #BLM-oriented activism, but in education and general society as well. This paper seeks to contribute to this critical… [PDF]
(2020). The Case for an Anti-Racist Stance toward Paying off Higher Education's Racial Debt. Change: The Magazine of Higher Learning, v52 n2 p7-11. There is no shortage of documentation that racial inequality is coursing freely through every artery of higher education. We are endlessly studying data reports that show Black, Latinx, and Indigenous students stuck at the lowest percentile of representation and achievement, from admissions to elite institutions to low graduation rates at the broad access colleges that represent their only hope in a highly stratified higher education system. A focus on the "achievement gap" does little more than perpetuate theories that associate academic achievement with individual effort, motivation, and drive. To combat racial inequality we have to focus on the ways in which higher education policy can result in racist outcomes. To avoid racism in policies, this article provides four criteria to construct anti-racist higher education policy. This article contains a brief guide that can be used by colleges and universities, systemic-level leaders, advocacy organizations, and philanthropic… [Direct]
(2020). International Students' Views Regarding the Higher Education System in Turkey. Online Submission, Paper presented at the International Conference of Strategic Research on Scientific Studies and Education (ICoSReSSE) (12th, Dec 10-13, 2020). Turkey as a developing country aims to increase internationalization of its higher education as it wants to form increased social, economic and cultural relations around the world. From this perspective, the recent increase in the number of international students in Turkish higher education system is of great significance. However, there is still a significant need for the improvement of internationalization in terms of quality and quantity. Accordingly, via a qualitative research design utilizing a semi-structured interview, this case study aims to investigate international university participants are mostly content with the quality of education and living conditions in Turkey. The most common problem is racism although a significant percentage of the participants report that they like Turkish people. The findings of this study contribute to the understanding of the problems from the perspective of international students, and this can provide implications for attracting more… [PDF]
(2024). "See Results Anyway": Auditing Social Media as Educational Technology. Information and Learning Sciences, v125 n9 p650-672. Purpose: This paper aims to consider the role of social media platforms as educational technologies given growing evidence of harms to democracy, society and individuals, particularly through logics of efficiency, racism, misogyny and surveillance inextricably designed into the architectural and algorithmic bones of social media. The paper aims to uncover downsides and drawbacks of for-profit social media, as well as consider the discriminatory design embedded within its blueprints. Design/methodology/approach: The authors used a method of a technological audit, framed through the lenses of technoskepticism and discriminatory design, to consider the unintended downsides and consequences of Twitter and Instagram. Findings: The authors provide evidence from a variety of sources to demonstrate that Instagram and Twitter's intersection of technological design, systemic oppression, platform capitalism and algorithmic manipulation cause material harm to marginalized people and youth…. [Direct]
(2019). Reconceptualizing Whiteness in English Education: Failure, Fraughtness, and Accounting for Context. English Education, v51 n2 p151-181. This article focuses on Mr. Kurt, a white, first-year English teacher in an all-white context who has chosen to teach his students about whiteness, white supremacy, white privilege, and the many ways institutionalized racism is enacted in daily life. I center this article on classroom scenarios that highlight the challenges embedded in dealing with race and whiteness in curriculum and classroom discussion. I conclude with a discussion of how possibilities for antiracist and social justice pedagogies in English education rely on the field's willingness to embrace a more nuanced conversation, and I offer implications for classroom practice at the K-12 and teacher education levels…. [Direct]
(2023). Serving Diverse Student Populations in Higher Education for the Twenty-First Century. ProQuest LLC, Ed.D. Dissertation, Western Illinois University. This study focuses on how higher education institutions have responded to recent student demonstrations protesting alleged racism on college campuses across the United States. The study is a document analysis of contemporary diversity initiatives at college multicultural centers, reviews contemporary diversity training initiatives, and how these centers inform institutions as they emerge and evolve to better serve diverse student populations in the 21st century. This study provides a conceptual framework to integrate how effective diversity initiatives can be implemented into higher education policy and curriculum. The research also provides a framework based on higher education institutions' needs. To achieve this overall objective, the following research questions framed this qualitative methods study: 1. What values have each institution's multicultural center included in their archival historic documents? 2. What do the archival documents from each institution's multicultural… [Direct]
(2023). (Re)Considering Equity, Inclusion and Belonging in the Updating of the Early Years Learning Framework for Australia: The Potential and Pitfalls of Book Sharing. Contemporary Issues in Early Childhood, v24 n2 p189-207 Jun. Few would dispute the importance of equity, inclusion and belonging in early childhood education and care, yet translation into meaningful practice rarely centres the priorities of historically divested communities. The national learning framework for early childhood in Australia is the Early Years Learning Framework, positioning the child as a capable agent and describing inclusive, culturally competent practice. This article presents part of a larger study investigating educators' beliefs and practices when using culturally diverse literature to address the Early Years Learning Framework's diversity principles. A critical theoretical framework enables a robust examination of how the Early Years Learning Framework constructs, maintains, legitimises and/or disaffirms social inequities, implicitly probing how literacy education mediate/s messages children receive about their identity, cultures and roles in society. The findings suggest that instead of pursuing anti-racism and… [Direct]
(2023). Person-Centered Analyses in Quantitative Studies about Broadening Participation for Black Engineering and Computer Science Students. Journal of Engineering Education, v112 n3 p769-795 Jul. Background: There have been calls to shift how engineering education researchers investigate the experiences of engineering students from racially minoritized groups. These conversations have primarily involved qualitative researchers, but an echo of equal magnitude from quantitative inquiry has been largely absent. Purpose: This paper examines the data analysis practices used in quantitative engineering education research related to broadening participation. We highlight practical issues and promising practices focused on "racial difference" during analysis. Scope/Method: We conducted a systematic literature review of methods employed by quantitative studies related to Black students participating in engineering and computer science at the undergraduate level. Person-centered analyses and variable-centered analyses, coined by Jack Block, were used as our categorization framework, backdropped with the principles of QuantCrit. Results: Forty-nine studies qualified for… [Direct]
(2020). The Consumer Rights of International Students in the Australian Vocational Education and Training Sector. Journal of Vocational Education and Training, v72 n1 p71-87. Scholars who analyse the policies that provide for the rights of international students have tended to focus on challenges posed by racism, discrimination and unjustified stereotyping. This discussion has focussed overwhelmingly on the higher education sector but recently has begun to be extended to vocational and training education (VET). We enter this emergent debate by addressing the finding that when international VET students studying in Australia are interviewed about their rights experience, they are prone to focus on their status as consumers of the commodities they purchase in order to gain a high-quality international education experience. Given this response, we examine how Australian officials provide for international students' consumer rights, analyse the views of international students studying in Australia, and explain why the need to provide for the consumer rights of these sojourners is bound to remain a perennial concern for host governments and institutions…. [Direct]