(2024). Mentoring Latinas on Doctoral Journeys: Testimonios of Cultural and Gender Identity. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. In the United States, Latinas are underrepresented in obtaining PhDs that lead to high level professional careers and academia. This may be due, in part, to patriarchal academic institutions and approaches that have historically devalued the cultural experiences and identities of marginalized populations, including Latinas in higher education. However, research suggests that mentorship can support Latinas in successfully obtaining PhDs and disrupt institutional norms and practices. Framed by LatCrit, Mestiza Consciousness, and Mujerista Mentoring, this study sheds light on the experiences of twenty-four Latinas who earned PhDs-with or without mentors during their doctoral journeys. As such, the purpose of this study was to understand the role of mentorship for Latinas who obtained PhDs while negotiating their cultural or gender identities. A qualitative research design using "Testimonio" methodology was used to reposition Latinas with PhDs as central to the analysis. While… [Direct]
(2023). Culturally and Historically Responsive Education: A Policy Research Brief. National Council of Teachers of English This policy brief aims to problematize the curricular issues that have traditionally framed schools from the 1600s onward. These framings have taught literacy as decontextualized skills, disconnected from students' lives, their consciousness, and their joy. This tradition has resulted in poor achievement, less rigor, and a lack of intellectual advancement, identity development, and developing social and critical consciousness among youth. These problems are especially exacerbated for students and teachers of color, who have received fewer resources, curricula, or pedagogies that are connected to their genius and needs. Further, policy mandates are typically written to exclude the histories, identities, literacies, and liberation of the same students underserved by our educational system. In fact, policy has pushed the teaching of frameworks and theories that were not written by people of color, nor do they honor the lenses of Black and Brown people. When the problems of schools are… [PDF]
(1992). Convictions about Racism in the United States of America. This publication offers a collection of short essays on racism that originally appeared in the newsletter of an organization formed to promote racial justice called Community Change, Inc. The essays are each limited to one to three pages and are grouped by subject area. The opening section, on identifying racism, includes essays on pluralism, awareness of racism, and racism's negative effects on whites. Historical perspectives are explored in the second section, which looks at effects of the 1960s and the source and impact of white fear. A section on racism and language discusses the \color-blind\ approach, use of the word \minorities\ and other topics. In the next section, on responsibility, two articles discuss the relationship of shame and guilt to responsibility for racism and past failures and present responsibilities in dealing with racism. Next, campus racism is examined in three articles concerning racism in higher education, student experiences, and college recruitment of… [PDF]
(2020). What Kind of Educator Does the World Need Today? Reimagining Teacher Education in Post-Pandemic Canada. Journal of Education for Teaching: International Research and Pedagogy, v46 n4 p565-575. Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotional wellness, connection, 'being apart together,' engagement, and support for vulnerable students and those with exceptionalities, are currently the most important considerations. The pandemic has highlighted the need to dismantle racism and systemic inequities within our educational systems; to prioritise mental health and wellness in schools; to broaden and decolonise mainstream conceptions of teaching and learning as well as access to education; to build caring reciprocal relationships with the natural world; and to recognise teachers as… [Direct]
(2020). "There Was Complete Silence": Reflections on Teacher Preparation for Social Justice Education in a Predominantly White Community. Multicultural Perspectives, v22 n4 p201-209. This reflective narrative explores two university professors and one preservice teacher's attempts to teach for social justice through justice-oriented children's literature in an introductory level education course. Situated in a predominantly White context, the teacher educators reflect on their experiences piloting Book to Art, an afterschool book club that encourages preservice teachers to develop their equity literacy in the context of interactive read alouds with justice-oriented children's literature books. Grace, the pre-service teacher, considers her role in designing and implementing her lesson, as well as the challenges she experienced educating young children about segregation and racism using Jacqueline Woodson's "The Other Side." This article contributes to a growing body of literature that illustrates how teacher educators can facilitate the critical consciousness and social justice praxis of White pre-service teachers who will likely go on to teach in mostly… [Direct]
(2022). Inclusion and Belonging in Higher Education: A Scoping Study of Contexts, Barriers, and Facilitators. Higher Education Studies, v12 n3 p122-133. A sense of inclusion and belonging are critical for students? learning and personal development in higher education institutions. Learners who identify as non-majority identities (racial/ethnic minority, LGTBQ+, disability, and first generation) are at greater risk of feeling isolated and unwelcome. Lack of belonging and inclusion among individuals from marginalized identity groups is a contributor to increased stress as a chronic response to racism, stigmatization, discrimination, and exclusion. Conversely, a sense of inclusion and belonging contributes to better academic outcomes and enhanced physical and mental health. A systematic search of the literature initially yielded 2,914 articles with 68 eventually included for full-text analysis. Basic content analysis resulted in multiple categories including institutional context, barriers to inclusion and belonging, and facilitators of inclusion and belonging. The most commonly evoked institutional contexts were faculty and peer… [PDF]
(1994). Race, Gender, and the Politics of Professionalization. New Directions for Adult and Continuing Education, n61 p63-76 Spr. Racism and sexism are apparent in adult education in the composition of graduate faculty, curriculum content, and faculty-student interactions. Only by challenging power relations in graduate programs can racism and sexism in the professionalization of adult education be addressed. (SK)…
(2023). Prioritizing Connectedness and Equity in Speech-Language Services for American Indian and Alaska Native Children. Language, Speech, and Hearing Services in Schools, v54 n2 p368-374 Apr. Purpose: American Indian and Alaska Native (AI/AN; Indigenous) students are at a high risk for language and learning disorders. This article aims to highlight how clinicians can use decolonization and Indigenization pedagogies when planning and delivering speech-language services to Indigenous students from the perspectives of Indigenous professionals. These efforts can help promote student resilience, well-being, and identity and are critical to addressing educational inequity and provide culturally responsive services to Indigenous children. Many AI/AN students receive IDEA Part B special education services including speech and language therapy. Many of these students are misidentified as needing special education due to unique learning and language environments (Soto-Boykin et al., 2021). These students bring a unique cultural heritage that is vital to their identity, well-being, health, and school success. Therefore, the goal should be to provide evidence-based services that are… [Direct]
(2023). Coming to Terms with Myself: Exploring the Development of Emerging White Racial Justice Accomplices in College. ProQuest LLC, Ph.D. Dissertation, Colorado State University. Many of the conversations about diversity, equity, and inclusion in higher education rightly focus on the experiences of BIPOC (Black, Indigenous, and People of Color) students and how to support them on their educational journey. Fewer of the conversations involve naming and interrogating the oppressive systems that cause these students to need additional support in the first place. Additionally, education scholars highlight the difficulty of engaging White students in conversations about race. When challenged, White students often get stuck in emotional turmoil–experiencing emotions such as guilt, fear, and defensiveness–and they spend the bulk of their energy trying to prove they are not racist instead of learning, growing, or fighting racism. The purpose of this study was to explore the experiences of White students and how they develop as White people committed to racial justice while in college, with a particular emphasis on navigating emotionality. This study employed a… [Direct]
(2020). Fostering Resilient Learners by Implementing Trauma-Informed and Socially Just Practices. Journal of Physical Education, Recreation & Dance, v91 n9 p8-15. Becoming trauma invested across P-12 educational systems has become exceedingly necessary over the past few years with much focus placed on the whole child and, more recently, a global pandemic and national systemic and institutional racism. With more and more students experiencing trauma and being at a constant state of toxic stress, it is imperative that health and physical education teachers are not only knowledgeable about the signs and symptoms but can engage in preventative measures to minimize possible triggers of past or current traumatic experiences they encounter. Due to lack of funding, licensed counselors are limited within schools, leaving teachers to navigate students' mental, social, and emotional behaviors and experiences. Yet, teachers are not trauma informed or invested due to the lack of emphasis in our teacher preparation programs and professional development opportunities. Thus, the purpose of this article is to inform health and physical educators on issues… [Direct]
(2017). Building the Anti-Racist University, Action and New Agendas. Race, Ethnicity and Education, v20 n3 p332-343. This article reviews two decades of work carried out at the Centre for Ethnicity and Racism Studies, University of Leeds in the area of racism and higher education. It introduces key issues and themes in this field and also identifies a seven-point agenda for action. This article provides an overview and agenda-setting account of the theoretical and policy innovations developed by this research team, which provide a contextual background for this volume as a whole. Historical recognition of the role of universities as key sites for the production of racialised knowledge across a range of intellectual fields is an essential starting point. We urge promotion of fundamental de-racialisation and de-colonisation of the academy. This cannot be achieved by self-regulation by the sector or by the setting of minimum legal requirements, it requires strong political, institutional and intellectual leadership, alliance-building and mobilisation…. [Direct]
(2019). Perspectives in AE–Adult Black Males and Andragogy: Is There a Goodness of Fit. New Horizons in Adult Education & Human Resource Development, v31 n4 p51-58 Aut. In this paper, andragogy, as presented by Malcolm Knowles, is critiqued as it represents European ideologies and ways of learning that fail to recognize the multifaceted experiences of adult Black males. With increased numbers of Black males entering post-secondary education spaces, new schools of thought need to be considered that are more culturally relevant. A theory for adult Black males proves beneficial for adult learning researchers and practitioners as noted experiences include racial profiling, isolation, and racism. This paper critically examines deficit perspectives of supporting adult Black males while whiteness and systemic oppression are targeted as barriers to their success. The paper concludes with implications for practitioners who work with or conduct research on this population…. [Direct]
(2020). "Respeta Mi Idioma": Latinx Youth Enacting Affective Agency. Journal of Language, Identity, and Education, v19 n2 p79-94. Although hegemonic approaches to education privilege rationality as the sole legitimate form of knowledge production and consumption, research on emotion in socially transformative learning demonstrates that it is only through affective investment that intellectual engagement takes place and leads to social change. Hence, the agentive action of racialized youth to produce knowledge challenging dominant ideological systems is also an affective agency, the production of social action informed by and involving embodied, emotional encounter with the world. The article identifies three key components of affective agency–affective encounter, mobilization, and persistence–through ethnographic interactional analysis in an innovative after-school program for Latinx youth. The analysis examines one student's emotional response to linguistic racism in U.S. political discourse and how this affective experience moved her to speak out for sociolinguistic justice for Spanish speakers. The article… [Direct]
(2020). Familia y Educaci√≥n: A Quantitative Assessment of the Impact of Parental Configuration on Educational Attainment for a National Sample of Latinx Students. Race, Ethnicity and Education, v23 n1 p21-38. The Latinx community is the fastest growing demographic in the United States and faces high rates of xenophobia and racism because of myths surrounding immigration and criminality. Therefore, Latinx communities are faced with many challenges. Parental configuration and educational attainment are key areas to explore the Latinx community in U.S. society. Utilizing a national representative sample from the Educational Longitudinal Study (ELS) from the National Center for Education Statistics (NCES), this paper employs an intersectional framework to investigate the relative impact of parental divorce on Latinx students' educational attainment outcomes. This paper finds: (1) for both male and female students, parental divorce had no impact on educational attainment; (2) students in public schools had lower educational attainment than their counterparts; (3) cultural capital was significant for Latinx males; (4) parental social capital was significant for Latinx females; and (5)… [Direct]
(2020). Reaching Out, Reaching In: Museum Educators and Radical Transformation. Journal of Museum Education, v45 n4 p375-388. This article offers a gender/queer, first-person perspective of the necessary role educators play in the link between museums and local communities who have been historically and systemically oppressed (BIPOC, LGBTQ+, people with disabilities and intersections therein). By linking racial and labor equity, this article argues for a deeper consideration of the ways museums are activated and transformed through educators' labor and praxes. In order to create greater equity and to achieve museums' missions, we must look to educators as leaders in the work of transforming white supremacy culture. This article offers the "handle" as a model for political understanding of how relationships are structured through power and oppression, thereby locating ways we can radically transform our institutions by centering equity, anti-racism, and education. Critical to any social justice work, art is the active space that is essential for creative expression and our holistic well-being…. [Direct]