(2022). Critical Whiteness Praxis in Higher Education: Considerations for the Pursuit of Racial Justice on Campus. Stylus Publishing LLC College and university administrators are increasingly called to confront the deeply entrenched racial inequities in higher education. To do so, corresponding attention must be given to historical and contemporary manifestations of whiteness in higher education and student affairs. This book bridges theoretical and practical considerations regarding the ways whiteness functions to underwrite racially hostile and unwelcoming campus communities for People of Color, all the while upholding the interests and values of white students, faculty, and staff. While higher education scholars and practitioners have long explored the role of race and racism in college and university contexts, rarely have they done so through a lens of Critical Whiteness Studies (CWS). Exploring such topics through the lens of CWS offers new opportunities to both examine white identities, attitudes, and ways of being, and to explicitly name how whiteness is embedded in environments that marginalize and oppress… [Direct]
(2021). At the Margins of Canada: School Choice Practices of Aboriginal Families in a Settler-Colonial City. Educational Policy, v35 n7 p1288-1310 Nov. Little is known about the school choice practices of Aboriginal families in settler-colonial societies, where they have been removed from their ancestral lands and/or have been subjected to discriminatory educational policies. Through the lens of settler-colonial theory, this study elucidates the "spatially positioned" school choice practices of Aboriginal families in a Canadian city. It explores their desires to choose schools and identifies their sociospatial constraints that result from historical marginalization and racism. It delineates how racial segregation in schools increased, as Aboriginal families' school choice has been limited primarily to low-income, racialized parts of the city that face school closure due to low enrollment. In addition, this article analyzes the exclusion of Aboriginal students from prestigious schools-of-choice programs in the public education system. The study concludes that the neoliberal policy of school choice offers limited options to… [Direct]
(2021). Addressing Racism and Implicit Bias–Part 1: A Response to the Framework for Effective Discipline. Communique, v49 n5 p10-12 Jan-Feb. With the field's growing emphasis on social justice, school psychologists are increasingly aware of racism in schools and its impact on students. Through their practice and research, a community of school psychologists have raised awareness of inequities in education, leading many of them to regularly consider and work to reduce bias in their practices. Currently, the racial reckoning surrounding the murders of Breonna Taylor, George Floyd, and too many other Black people at the hands of police have served to catalyze action to dismantle the root causes of racial inequity in all aspects of society. As school practitioners, discipline disparities are one of the most salient and concerning inequities students face. If school psychologists, they feel, want to create better outcomes for marginalized students, then there is a need to directly address the racial bias that underlies disparate discipline practices, and how practices based on these biases negatively impact the lives of Black… [Direct]
(2024). Civic Society and Education: International Teachers' Perspectives on the Roles of NGOs in Supporting Youth Immigrants, in Hungary. Journal of Educational Sciences, v25 n1(49) p89-103. Civil Society (herein NGOs) seem to fall short of improving the education of immigrant youth in Hungary. This failure is significantly attributed to government's immigration policies that perpetually position immigrants at a disadvantage, in terms of equipping them with sustainable educational and socio-economic readiness skills. It appears that immigrants of African, Asian, and Middle Eastern origin, bear the brunt the most. NGOs are expected to defend justice and democracy, develop a language, and empower immigrants with a voice to express their past and present experiences, a possible effective tool in fighting discrimination, marginalisation, stigmatisation, and other forms of racisms, which is a path towards a sustainable future. This qualitative exploratory study that explores the various nuanced opinions of foreign teachers associated with the lack of sustainable educational programmes for immigrant youth, focusing on the intersection of civic society and education against the… [PDF]
(2019). Addressing White Supremacy on Campus: Anti-Racist Pedagogy and Theological Education. Religious Education, v114 n3 p274-286. Students in colleges and universities across the United States are being exposed to overtly white supremacist groups on campus. These groups dub themselves "identitarians" and attempt to influence students to support a white nationalist ideology through claims of reverse racism that threaten the lives of people of color. Theologically, this ideology also presents an obstacle for instruction: the existence of a competing Imago Dei that ties itself to white supremacy, dehumanizing persons of color. This article encourages the use of anti-racist pedagogies in theological education as a corrective to this competing Imago Dei…. [Direct]
(2020). Decolonization, Nationalism, and Local Identity: Rethinking Cosmopolitanism in Educational Practice in Hong Kong. Asia Pacific Journal of Education, v40 n1 p87-97. Cosmopolitanism and its application for education in western societies has been well examined. Yet cosmopolitanism in society and in education has not been systematically explored in many Asian societies. Facing a large number of people from diverse backgrounds, the society and its education system in Hong Kong are troubled by issues similar to those found in western postindustrial societies, related to cultural and national belonging and identity. Prejudice and racism towards ethnic minorities — particularly those from South Asia and Africa, is quite common. Additionally, animosity and hostility to mainland Chinese newcomers has increased and intensified in the context of Hong Kong's "repoliticization" after its 1997 handover. This article aims to explore how cosmopolitanism is understood, valued, and approached in Hong Kong education. We start by exploring the role of decolonization and nationalization in political education in Hong Kong. We then discuss cosmopolitanism,… [Direct]
(2021). Teaching Social Justice and Engaging Gen-Z Students in Digital Classrooms during COVID-19. Journal of the Scholarship of Teaching and Learning, v21 n4 p56-68 Dec. The outbreak of COVID-19 in 2020 disrupted the lives of people on all fronts, but especially the traditional education system. Now dependent on online learning during a global pandemic, political unrest, and a contentious presidential election, many school educators were forced to transition to virtual instruction amid the ongoing health crises posed by COVID-19 and the ever-present issue of racism. We gathered and analyzed the teaching experiences of instructors at an historically Black college or university as they addressed social justice issues during the COVID-19 pandemic. The majority of college-age students today are from Generation Z (Gen Z), the "digital native" generation. They are living in a time in which recent social justice movements have called them to the frontlines. To teach Gen-Z students, faculty should create courses that fit their needs and consider innovative teaching strategies to engage them in classrooms. We discuss three classroom activities that… [PDF]
(2024). A Qualitative Study of Formerly Incarcerated Black Male Students' Resilience Following Participation in a Prison-Based Education Program. ProQuest LLC, Ed.D. Dissertation, Manhattanville College. The purpose of the present qualitative study of formerly incarcerated Black male students' is a heartfelt look into the lives of Black men navigating the U.S. criminal justice system using their resilience following participation in a prison-based education program. Drawing on a strength-based lens versus a deficit-based lens was a focus on success rather than any wrongdoings. This study also examined the extent to which it spotlights the hardships the formerly incarcerated students endured, like mental health disorders and trauma-informed systemic racism, depression, and wellness. What was found through deep conversations and discussions with 12 Black males, from New York City who grew up in harsh and impoverished neighborhoods, mental health of chronic stressors, depression, and anxiety, a sense of hopelessness, lack of development from proper parenting, credible education, or quality healthcare identified how those conditions significantly impacted them and played a role in the… [Direct]
(1994). Staff Development: Addressing Issues of Race and Gender. New Directions for Adult and Continuing Education, n61 p39-51 Spr. Racism and sexism persist in adult education because of discrepancies between language and behavior, lack of experience of other cultures, and faith in institutional practice. Staff development to combat them includes questioning, mentoring, peer coaching, and critical self-reflection. (SK)…
(2023). A Site of Radical Possibilities: Examining How a Multigenerational Counterspace Promoted STEM Persistence among Undergraduate Women of Color. Journal of Research in Science Teaching, v60 n2 p268-303 Feb. Women from racially/ethnically minoritized communities remain significantly underrepresented at all levels of education in STEM. The pervasive white and heteronormative culture of the STEM environment has contributed to Women of Color feeling isolated, hyper-visible, and invisible as they contend with racism, sexism, and gendered racial microaggressions. Scholars have found that counterspaces are key sites to support the persistence of Women of Color in STEM and ameliorate the negative psychological effects of navigating oppressive STEM milieus. Missing from the current literature is research on how counterspaces contribute to Women of Color's STEM persistence. This study sought to fill this gap in the literature by understanding the experiences of undergraduate Women of Color in the I CAN PERSIST STEM initiative, a multigenerational counterspace designed to support the holistic persistence of Women of Color in STEM. Steeped in the theoretical conceptualization of counterspaces, and… [Direct]
(2021). An Investigation to Explain Structural Racism Associated with Michigan Public Charter Districts Funding Effort. Journal of Education Human Resources, v39 n2 p165-183. The research objective is to explain evidence of structural racism, inequity, and inadequacy in the Michigan public school finance system related to the education of Black students or Black descendants of captive and enslaved Africans. This analysis stems from ongoing research that integrates transformative paradigms, critical race theory, and school funding fairness to explain systemic racism associated with public school funding policy, practice, and educational disparities. The Constitution of the State of Michigan of 1963, Article 9, Sections 3, 5, 8, 11, and 36 (commonly known as Public Act 145 of 1993 or Proposal A), Michigan's school funding policy, sought to decrease local property taxes and rid the system of funding inequalities across school districts. The legislation's intention was to achieve four basic goals: (1) reduce property tax burdens; (2) reduce per pupil funding disparities; (3) limit annual increases in property tax assessments; and (4) increase site control… [Direct]
(2019). Finding Our Common Humanity amidst "The Fierce Urgency of Now". Change: The Magazine of Higher Learning, v51 n1 p28-34. As institutions of higher education across the nation strive to prepare the next generation of student leaders, Dr. King's words echo in our ears: "We are now faced with the fact that tomorrow is today. We are confronted with the fierce urgency of now. In this unfolding conundrum of life and history, there 'is' such a thing as being too late" (King, 2001). We must build on the work of courageous individual actors as well as historical and current movements that challenge racist ideologies. We must undo the ramifications of structures that perpetuate unfounded beliefs in the hierarchy of human value that have defined America's culture for far too long. The Truth, Racial Healing, and Transformation (TRHT) national effort builds on the legacies of the Civil Rights movement and complements contemporary anti-racism initiatives by using coalition building to critically examine the history of racism in America, envisioning paths forward. TRHT seeks to unearth and extinguish the… [Direct]
(2022). The Future of American Higher Education: How Today's Public Intellectuals Frame the Debate. Stylus Publishing LLC Just as our society is polarized, higher education is no less divided as to its mission and purpose, whether it should be preparing students for employment or for engagement as citizens, whether it should be corporatist and profit-driven or promote intellectual curiosity and independent thinking, and whether it should pursue a neoliberal agenda or promote a liberal education. Whose scholarship, culture and epistemologies should be validated? Should it be a private or a public good? Preserve tenure or erode it? What role should colleges and universities play in addressing economic inequality and systemic racism? The answers to these questions are critical for the future of our society as our universities and colleges are the nurseries of the values and philosophies that shape it. The chapters in this book review the contributions of seventeen public intellectuals who have been at the forefront of these issues and significantly contributed to these debates. Each describes the genesis… [Direct]
(2023). Mentorship Matters: The Impact of Black and Latino Administrative Women Leaders in Higher Education and the Role That Mentoring Plays in the Trajectory of Their Career. ProQuest LLC, Ed.D. Dissertation, Northeastern University. The purpose of this action research is to explore what is the impact of Black and Latino women in administrative leadership positions in higher education and the pivotal role mentoring has played in the trajectory of their career. If applicable what challenges have the women had to overcome to be in an administrative leadership position. This study is qualitative in nature and focuses on the one-on-one semi structured interviews of eleven administrative Black and Latino women leaders in higher education with the goal to better understand the impact that mentoring has on the trajectory of the careers of the women interviewed. As a result of Cycle 1 findings an additional question was established for Cycle 2 research: "How can a series of conversation circles create a safe space to inspire and support Black and Latino aspiring women leaders in Higher Education?" Cycle 2 participants consisted of two Black and Latino administrative leaders at a four-year institution of higher… [Direct]
(2022). Empowering Asian Educators in the Time of Crisis. Action, Criticism, and Theory for Music Education, v21 n2 p57-88 Sep. In this article, I draw from my experience working as a Korean American music teacher in the US. I reflect on what it means to be Asian American and to bring Asian narratives to the forefront. I examine the distinct challenges of social justice in the context of Asians and Asian Americans' lives–particularly through the lens of the "model minority." The COVID-19 pandemic has spotlighted Asians and Asian Americans' lived experiences in ways unlike before. I discuss perceptions of Asians throughout US history and the current representativeness of Asian music in the framework of multicultural education. Grounded in Erving Goffman's notion of "covering," Kenji Yoshino's extension of this concept (the "four axes" of covering), and Edward Said's "Orientalism," I make seven recommendations to empower Asians and Asian educators in this time of crisis. The article explores and situates the current challenges of anti-Asian racism, connecting it to… [Direct]