Gillborn, David (2008). Tony Blair and the Politics of Race in Education: Whiteness, "Doublethink" and New Labour. Oxford Review of Education, v34 n6 p713-725 Dec. It is tempting to view the Blairite legacy as a simple story of political hypocrisy: a government, swept to power after almost two decades of Conservative rule, promising much but reneging on those commitments and falling back on Thatcherite authoritarian popularism when the going got tough. But that would be too simple a story. The Blairite policy trajectory in relation to race and education reveals problems that are much more deep-rooted, and more significant, than mere political opportunism. The failure to address racism as a structural factor that shapes the assumptions of the education system (embodied in notions of selection, ability and discipline) made possible, maybe even inevitable, a situation where race equality would be sacrificed to the perceived interests and sensitivities of White people. (Contains 9 notes.)… [Direct]

Dunn, Myra (2001). Lessons from the Past: Education and Racism in Australia. Education in Rural Australia, v11 n1 p62-73. The history of racism in Australia is inextricably linked with prevailing ideologies of rural Australia, supported strongly by educational discourses of deficit and disadvantage. A challenge for the Reconciliation Movement will be to make an effective contribution to the development of anti-racist and non-racist practices in rural schooling. (Contains 54 references.) (Author)…

Golod, Flo (2008). Civil Rights and Social Justice: A Path to Engagement and Transformation. Horace, v24 n3 Fall. When one listens to Southside Family Charter School kids articulate the lessons they've learned from the school's civil rights curriculum, it's clear that demographic descriptors often lead to low expectations. These kids are articulate, knowledgeable, and deeply engaged in their study of the civil rights movement. They bring the same competence and ability to their study of Native American history, treaty rights, and current challenges. Ditto their knowledge about environmental racism and their activism on behalf of a better urban and global environment. And they are eager to talk about the political implications of redistricting, their community garden and the importance of composting, and legal challenges facing youth. But at Family School, social justice means more than youth engagement and a basic commitment to equity issues. It means that children themselves learn by doing social justice work, and do so well in their academics because they have learned that education is about… [PDF] [Direct]

Aveling, Nado (2006). \Hacking at Our Very Roots\: Rearticulating White Racial Identity within the Context of Teacher Education. Race, Ethnicity & Education, v9 n3 p261-274 Sep. When teaching about race and racism and how we as \Whites\ are implicated in the discursive practices that sustain racism, we are indeed \hacking at the very roots\ of the ways in which students have conceptualized their identity in terms of being non-racialized and at the same time non-racist. In this paper I focus on the challenges and possibilities of working with teacher education students–most of whom are White–to critically deconstruct Whiteness as part of the larger project of anti-racism. While I draw on students' comments, in quite fundamental ways this paper is about my own–rather than students'–learning experiences. After a decade of re-evaluating my pedagogy, the anecdotal evidence as well as results from more formal evaluations would suggest that my strategies have become increasingly effective in assisting students to work through their resistances. It is the paper's conclusion that \teaching against the grain\ is likely to continue to be unpopular with some… [Direct]

McDermott, Ray; Raley, Jason D.; Seyer-Ochi, Ingrid (2009). Race and Class in a Culture of Risk. Review of Research in Education, v33 n1 p101-116. Studies of race, class, and educational risk often proceed in an established but misleading order: First, race is defined as a trait given at birth and turned into trouble by prejudice and unequal conditions; then, class is defined as traits socialized into children with diminished socioeconomic opportunities; finally, risk is treated as the result of children being damaged by racism and class disadvantage. The order shapes an easy but misleading argument: Because race and class inequities suppress normal growth and development, minority and poor children are most at risk of disabilities and school failure. This chapter looks at the issues of race and class as they are embedded in discourses of risk. The authors offer three studies disrupting easy conceptual tie among race, class, and education in a culture of risk: one on the risks of talking about race in school settings, a second on risky race and class borders between neighborhoods, and a third on building school environments in… [Direct]

Morgan, Michael, Ed.; Rutstein, Nathan, Ed. (1996). Healing Racism: Education's Role. The 16 essays in this collection address how to lessen the effects of racism through classroom education by emphasizing the oneness of humanity and the relatedness of all human beings. These selections offer advice about healing racism from the early grades through secondary education. The essays are: (1) \Racism as a Disease\ (John Woodall); (2) \Children as Sacred Beings\ (Robert Atkinson and Patricia Locke); (3) \Racism and Anxiety: Talk to Kids about Unity\ (Anita Remignanti); (4) \Creating Racial Harmony in the Learning Center\ (Bernie Streets); (5) \Why and How the History of Racism Should Be Taught in Schools\ (Tod Rutstein); (6) \School and the Child of Color\ (LeNise Jackson-Gaertner); (7) \Taking a Close Look at Self-Esteem, and How To Strengthen It in Children of Color\ (Bernie Streets); (8) \Why Many Students of Color Have Trouble Learning in Schools\ (Nathan Rutstein); (9) \Advice for Teachers on Racism and Oneness\ (Barbara Hacker); (10) \Prejudice-Free Schools: A…

Botsis, H. (2010). White Teenage Girls and Affirmative Action in Higher Education in South Africa. South African Journal of Higher Education, v24 n2 p238-243. This is an initial and exploratory comment on the pilot phase of a study into adolescent female white identity and socio-sexual desire in post-apartheid South Africa. In the course of this pilot it became apparent that historical issues of race and racism are openly discussed in these girls' classrooms. Yet, despite these everyday interactions the sensitive current day politics of race, specifically related to Affirmative Action in Higher Education, are not spoken about in a personal way in public spaces such as the classroom. Findings from this phase in the study revealed an inability, and lack of opportunity, to openly discuss race politics that are pertinent to these learners' presents and futures. In this brief commentary I argue that the nonracial ideology, espoused by the post-apartheid government cannot become naturalized if these learners are unable to work through some of the contradictions of their present. One of these contradictions is the continued salience of race in… [Direct]

Matthews, Anne Bratach (2007). Autoethnographies and Ethics: Stories from the "Other" Side. CEA Forum, v36 n1 Win-Spr. In the spring of 2007, more than 40 years after the advances made by the civil rights movement, and more than 50 years after the U.S. Supreme Court "Brown vs. Topeka Board of Education" decision, white radio talk-show host Don Imus taught us a lesson about racism–but it was not the lesson he thought he was teaching. His "lesson"–that black women better mind their place–backfired. While most of white students would argue passionately that racism is a thing of the past, that it's time to move on, Imus was a reminder that just the opposite is true. As a white teacher invested in African American students' academic success, the author works toward racial justice in his first-year writing classes by assigning an autoethnography, which invites students to position themselves as subjects rather than as objects. In this article, the author Autoethnographies and Ethics related to his classroom teaching…. [PDF]

Gonzalez, Juan Carlos (2007). The Ordinary-ness of Institutional Racism: The Effect of History and Law in the Segregation and Integration of Latinas/os in Schools. American Educational History Journal, v34 n2 p331-345. This article examines the effect of history and law in the segregation and integration of Latinas/os in schools. Initially, a Critical Race Theory (CRT) analysis of the question of the effects of Latina/o school desegregation history and law on their present-day educational conditions highlighted the reasons for the omni-present struggle for advancement, but it is also important to note that a lot of educational progress has been made. While Latina/o school segregation is increasing, not all Latinas/os receive a segregated education. The history and legal struggles that were presented are merely the beginning of a struggle that is likely to intensify in reaction to not only the expected Latina/o growth, but their increased sophistication and demand for justice and equity in the schooling process. But, presentation of these legal cases is merely a synopsis that articulated a relationship between Anglo American philosophy, racism and institutional racism, and Latina/o historical and… [Direct]

Cockburn, Tom (2007). "Performing" Racism: Engaging Young Supporters of the Far Right in England. British Journal of Sociology of Education, v28 n5 p547-560 Sep. This article explores issues of the racial identities of young male supporters of the political far right in the North of England. Sociological identity theories are utilised in combination with ethnographic and retrospective interview data to inform the failures of anti-racist education programmes. These failures include a naive assumption that knowledge of and contact between racial groups will automatically reduce racism. They have also failed because of the ostracism of those very individuals the programmes are designed to engage with. The article argues that programmes must take as their starting point an acceptance of the fluid nature of racism and the necessity to maintain dialogue in a respectful manner with all concerned, even with those who espouse racist views. It is necessary for educators to offer trust and empathy to all young people before mutual recognition and understanding of all racial identities can be achieved. (Contains 1 table and 1 note.)… [Direct]

Tochluk, Shelly (2007). Witnessing Whiteness: First Steps toward an Antiracist Practice and Culture. Rowman & Littlefield Education The book describes and critiques strategies used to avoid race issues, and identifies the detrimental effect of avoiding race on cross-race collaborations. The author illustrates how racial discomfort leads white educators toward ineffective teaching pedagogy and poor relationships with students and colleagues of color. Questioning the implications history has for educational institutions, school reform efforts, and diversity initiatives, the book considers political, economic, socio-cultural, and legal histories that shaped the meanings associated with whiteness. Drawing on dialogue with well-known figures within education, race, and multicultural work, the book offers personal stories of cross-race friendships that address both how a deep understanding of whiteness supports cross-race collaboration and the long-term nature of the work of excising racism from the deep psyche. Concluding chapters offer practical information on building knowledge, skills, capacities, and communities… [Direct]

Griffin, Rachel; Hanna, Michele; Martinez, Lisa M.; Salazar, Maria del Carmen; Tuitt, Frank (2009). Teaching in the Line of Fire: Faculty of Color in the Academy. Thought & Action, p65-74 Fall. Historically, faculty of color have been woefully underrepresented in higher education. Since the 1980s, though, numbers for these academics have begun to increase. To bring attention to the some of the struggles that faculty of color face, the authors created a counternarrative by drawing on their collective experience to deconstruct and challenge the ways that race and racism play a role in their pedagogical interactions. Personal narratives and stories are important to understand lived experiences and how those experiences may confirm or contradict dominant belief systems, notes Gloria Ladson-Billings, Kellner Family Chair in urban education and professor of curriculum and instruction and educational policy studies at the University of Wisconsin-Madison. To that end, the authors' hope was that an analysis of their lived experiences would contribute to the development of a critical literacy and that they could examine the impact of their racial identities on their pedagogical… [PDF]

Beyerbach, Barbara, Ed.; Davis, R. Deborah, Ed. (2011). Activist Art in Social Justice Pedagogy: Engaging Students in Glocal Issues through the Arts. Counterpoints: Studies in the Postmodern Theory of Education. Volume 403. Peter Lang New York Artists have always had a role in imagining a more socially just, inclusive world–many have devoted their lives to realizing this possibility. In a culture ever more embedded in performance and the visual, an examination of the role of the arts in multicultural teaching for social justice is timely. This book examines and critiques approaches to using activist art to teach a multicultural curriculum. Examples of activist artists and their strategies illustrate how study of and engagement in this process connect local and global issues that can deepen critical literacy and a commitment to social justice. This book is relevant to those interested in teaching more about artist/activist social movements around the globe; preparing pre-service teachers to teach for social justice; concerned about learning how to engage diverse learners through the arts; and teaching courses related to arts-based multicultural education, critical literacy, and culturally relevant teaching. This book… [Direct]

Howard-Hamilton, Mary F.; McEwen, Marylu; Patton, Lori D.; Rendon, Laura (2007). Critical Race Perspectives on Theory in Student Affairs. New Directions for Student Services, n120 p39-53 Win. Student development theory has been used to make sense of attitudes, behaviors, norms, and outcomes among college students since the late 1970s. In addition, educators, administrators, and researchers rely on theories of retention and student success, organizational development, learning, and campus environments in their efforts to understand diverse groups of students (McEwen, 2003, Torres, Howard-Hamilton, and Cooper, 2003). Although these theories contribute substantially to higher education and student affairs work, they are limited in their use of language about race and considerations of the roles of racism in students' development and learning. The purpose of this article is threefold. First, the authors highlight the value, role, and uses of theory in higher education and student affairs, as well as the omission of race, racism, and racial realities in the theories commonly used in the profession. Second, they introduce critical race theory as a framework for not only… [Direct]

Picower, Bree (2009). The Unexamined Whiteness of Teaching: How White Teachers Maintain and Enact Dominant Racial Ideologies. Race, Ethnicity and Education, v12 n2 p197-215 Jul. While much research that explores the role of race in education focuses on children of color, this article explores an aspect of the predominately White teaching force that educates them. This article explores findings from a qualitative study that posed questions about the ways in which White pre-service teachers' life-experiences influenced understandings of race and difference, and how these pre-service teachers negotiated the challenges a critical multicultural education course offered those beliefs. In keeping with the tenet of critical race theory that racism is an inherent and normalized aspect of American society, the author found that through previous life-experiences, the participants gained hegemonic understandings about race and difference. Participants responded to challenges to these understandings by relying on a set of \tools of Whiteness\ designed to protect and maintain dominant and stereotypical understandings of race–tools that were emotional, ideological, and… [Direct]

Bucceri, Jennifer M.; Capodilupo, Christina M.; Esquilin, Marta; Holder, Aisha M. B.; Nadal, Kevin L.; Sue, Derald Wing; Torino, Gina C. (2007). Racial Microaggressions in Everyday Life: Implications for Clinical Practice. American Psychologist, v62 n4 p271-286 May-Jun. Racial microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color. Perpetrators of microaggressions are often unaware that they engage in such communications when they interact with racial/ethnic minorities. A taxonomy of racial microaggressions in everyday life was created through a review of the social psychological literature on aversive racism, from formulations regarding the manifestation and impact of everyday racism, and from reading numerous personal narratives of counselors (both White and those of color) on their racial/cultural awakening. Microaggressions seem to appear in three forms: microassault, microinsult, and microinvalidation. Almost all interracial encounters are prone to microaggressions; this article uses the White counselor-client of color counseling dyad to illustrate how they impair… [Direct]

Pettijohn, Terry F., II; Walzer, Amy S. (2008). Reducing Racism, Sexism, and Homophobia in College Students by Completing a Psychology of Prejudice Course. College Student Journal, v42 n2 p459-468 Jun. Students enrolled in Psychology of Prejudice and Introductory Psychology courses completed measures of racism, sexism, and attitudes toward homosexuals at the beginning and end of the term. We predicted that those who took part in the Psychology of Prejudice class would have significantly reduced prejudice as a result of the course experience. We also predicted that the Introductory Psychology students would show a minimal decrease in prejudice. As predicted, students in the prejudice class showed significant decreases in prejudice, while the introductory psychology students did not. Course involvement was related to greater prejudice reduction in two prejudice areas, but course grade was not related to prejudice reduction. We discuss the implications for prejudice reduction through class activities and education. (Contains 1 figure, 1 table, and 2 notes.)… [Direct]

Halcon, John J.; Reyes, Maria de la Luz (1988). Racism in Academia: The Old Wolf Revisited. Harvard Educational Review, v58 n3 p299-314 Aug. Points out that racism is as active in academia as it is in elementary and secondary education. Identifies disguises used by higher education administrators and faculty to hide racism. (JOW)…

Cross, Beverly E. (2005). New Racism, Reformed Teacher Education, and the Same Ole' Oppression. Educational Studies: Journal of the American Educational Studies Association, v38 n3 p263-274. This article builds on a case study about how teacher education students may actually learn racism through their program. It employs an analysis of how new racism is operationalized in today's sociopolitical contexts. Field placements and knowledge taught about various groups are critiqued as major teacher education reform efforts that particularly facilitate teaching racism. It seeks to examine and theorize about this occurrence through an analysis of new invisible forms of racism, power, and whiteness. It finally explores how this racism can be unlearned through reanalyzing teacher reform efforts and choosing to purposefully center programs on a systematic analysis of how these invisible operations shape programs and unintended program outcomes…. [Direct]

Gassman, Marybeth (2010). Reaching Black Men. Commentary. Association for the Study of Higher Education Journalist Elizabeth Redden brings to the surface several salient issues in her article entitled, "Reaching Black Men." First, she illuminates that fact that access is not enough when it comes to educating African American men. Second, she points to the importance of having campus-wide initiatives to support the success of Black men. And lastly, she illuminates criticisms of race and gender-based initiatives to increase engagement. The last major point in Redden's article is the existence of criticism of initiatives such as the one at Philander Smith College and those elsewhere in the country. Some activists find gender and race-based initiatives objectionable. These individuals typically believe that if all students are treated the same, fairness will be achieved and perhaps equity as well. However, this assumption neglects to consider the history of oppression and discrimination against African Americans in the United States. Likewise, these opponents fail to understand… [PDF]

Blanchett, Wanda J. (2006). Disproportionate Representation of African American Students in Special Education: Acknowledging the Role of White Privilege and Racism. Educational Researcher, v35 n6 p24-28 Aug-Sep. This article places the problem of disproportionate representation of African American students in special education in the context of the White privilege and racism that exist in American society as a whole. The author discusses how educational resource allocation, inappropriate curriculum and pedagogy, and inadequate teacher preparation have contributed to the problem of disproportionate representation. More important, she argues that remedies designed to address the disproportionality challenge must place the aforementioned structural forces at the center of education research, policy, and practice…. [Direct]

Zembylas, Michalinos (2008). Engaging with Issues of Cultural Diversity and Discrimination through Critical Emotional Reflexivity in Online Learning. Adult Education Quarterly: A Journal of Research and Theory, v59 n1 p61-82. The purposes of this article are to describe the adult learners' emotional experiences as a result of engaging with issues of cultural diversity and discrimination, and to interrogate the ways in which critical emotional reflexivity emerges in the online format. The analysis is done in the context of an online course on diversity, inequality, and multicultural education; this course is part of a distance education master's level program in Educational Studies and the participants are primary and secondary school teachers. The findings provide evidence of (a) how adult learners respond and constantly negotiate their learning practices and the ways they feel about cultural diversity and discrimination, and highlight the different ways in which they reflect critically on their understanding of cultural/ethnic/social differences; (b) how online learning, contrary to popular belief, can be a useful medium to express difficult emotions related to racism, prejudice, and discrimination…. [Direct]

Burrell, Tracey (1997). Experiences and Perceptions of Interpersonal, Environmental, and Institutional Racism among African-American Students in Psychology Graduate Training. Racist incidents that graduate students in psychology may experience can be reflective of Eurocentric values and forces which permeate present institutions. To better understand these forces, the experiences and perceptions of racism as experienced by minority graduate students are explored. Seventeen doctoral students in psychology, who identified themselves as African American, Black, or biracial (African/American/Caucasian), were asked open-ended questions, covering such areas as general experiences of racism within education, and were administered a demographics questionnaire. Their responses were organized into three different categories: (1) general life experiences of racism; (2) experiences of racism within education; and (3) experiences of racism particular to graduate training in psychology. The results indicated various dimensions of racism and included specific/overt incidents, chronic conditions (racism embedded in a context), daily micro-experiences (events), and… [PDF]

Kohli, Rita (2008). Breaking the Cycle of Racism in the Classroom: Critical Race Reflections from Future Teachers of Color. Teacher Education Quarterly, v35 n4 p177-188 Fall. As a resource specialist in a middle school in Oakland, California, the author worked with many students who were labeled "learning disabled." Contrary to the label, these students were critical of the world and challenged it in brilliant ways that have forever changed the author's life perspective. To highlight the impact that cultural bias in schools can have on Students of Color, this article articulates themes that emerge from the personal narratives of nine Women of Color enrolled in an undergraduate education program in Southern California. Through qualitative interviews, these future Teachers of Color reveal discriminatory experiences in their own education; as well as convey advice on how to prevent and break cycles of racism in classrooms of today's youth. The voices of Teachers of Color are often invisible from education discourse; however, this study adds a much needed perspective to teacher education, and can provide a model of pedagogical reflection that, the… [PDF] [Direct]

Short, Geoffrey (2000). Holocaust Education in Ontario High Schools: An Antidote to Racism?. Cambridge Journal of Education, v30 n2 p291-305 Jun. Examines the teaching of the Holocaust in Ontario (Canada) high schools reporting the findings of a survey conducted among history staff in May 1998. Explains that suggestions are made to enable teachers to alter their teaching approach on the Holocaust to strengthen the contribution to anti-racist education. Includes references. (CMK)…

Norman, Lashaunda Renea (2013). What Is Taking Place in Science Classrooms?: A Case Study Analysis of Teaching and Learning in Seventh-Grade Science of One Alabama School and Its Impact on African American Student Learning. ProQuest LLC, Ph.D. Dissertation, Kansas State University. This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified teaching strategies that are used to improve African American science learning reflect culturally responsive teaching. Best teaching strategies and culturally responsive teaching have been researched, but there has been minimal research on the impact that both have on science learning, with an emphasis on the African American population. Consequently, the Black-White achievement gap in science persists. The findings revealed the following teaching strategies have a positive impact on African American science learning: (a) lecture-discussion, (b) notetaking, (c) reading strategies, (d) graphic organizers, (e) hands-on activities, (f) laboratory experiences, and (g) cooperative learning. Culturally responsive teaching strategies were evident in the seventh-grade science classrooms observed. Seven themes… [Direct]

Archer, Louise; Francis, Becky (2005). Constructions of Racism by British Chinese Pupils and Parents. Race, Ethnicity & Education, v8 n4 p387-407 Dec. British Chinese pupils stand out as a high achieving group within the British education system and yet very little theoretical or policy attention has been given to these pupils' identities and experiences of education. In this paper we consider British Chinese pupils' (and parents') reports of their experiences of racism/s and their views on the potential causes of–and their responses to–racism. Analysis teases out several key components within respondents' constructions of racism/s, including popular assumptions (e.g. that Chinese pupils are clever, quiet/passive, and hardworking). It is argued that pupils experienced the seemingly "positive" stereotypes of British Chinese pupils as clever and hardworking as highly negative for a range of reasons and attention is drawn to respondents' negotiations between conflicting identity positions (for example "geek" and "tag"). Particular attention is also drawn to interplays of "race"/ethnicity and… [Direct]

Layfield, Eleanor Newman; Newman, Gerald (1995). Racism: Divided by Color. Multicultural Issues. Racism can be defined as any attitude, belief, behavior, or institutional arrangement that favors one race or ethnic group over another. This discussion of racism for young people defines attitudinal racism, ideological racism, individual or group discrimination, and institutional racism as four aspects of racism in the United States. While some scientists have abandoned the idea of classifying human beings into races, the average person continues to identify himself or herself and others as members of a particular race. This type of classification has been in effect throughout history, and continues, in spite of advances in civil rights, today. More subtle than overt racism is the institutional racism that society's structures have established and often maintain. Efforts to desegregate the school system have reduced some manifestations of institutional racism, and research indicates that schools in the past 20 years have been very successful in teaching children that it is wrong to…

Willis, Tasha Yvette (2012). Rare but There: an Intersectional Exploration of the Experiences and Outcomes of Black Women Who Studied Abroad through Community College Programs. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. As institutions of higher education strive to prepare global ready graduates, study abroad is on the rise at both 2-and 4-year campuses. Study abroad is also identified as a high impact program that can lead to increased engagement and student success. However, research has centered on the experiences of White, 4-year students. Literature is rare on the experiences of community college students and students of color. This study explores an underrepresented and understudied student population: Black female community college students who study abroad. Using an intersectional lens, this study provides critical insight into participant experiences and outcomes. Research questions inquired about ethnic and racial identity development outcomes, but also broadened the scope of research by including intercultural growth, global identity, and other identity development outcomes. This qualitative inquiry utilized 19 open-ended interviews to explore the experiences of African American female… [Direct]

Smith, Elizabeth Martinez (1988). Racism: It Is Always There. Library Journal, v113 n18 p35-39 Nov 1. Defines the concept of racism and provides background on racism in the United States. Statistics showing the status of minority groups in the areas of the economy, government, housing, education, media, and health are presented. Attitudes toward Black managers in the corporate world are discussed, and several experiences with racism and prejudice are recounted. (MES)…

Niyozov, Sarfaroz; Pluim, Gary (2009). Teachers' Perspectives on the Education of Muslim Students: A Missing Voice in Muslim Education Research. Curriculum Inquiry, v39 n5 p637-677 Dec. This article builds on an extensive review of the comparative and international literature on teachers' perspectives on the education of Muslim students in public, Catholic, and Islamic schools. Bringing the teachers' voices and practices to the attention of researchers, policy makers, and general readers, the authors emphasize the centrality of teachers' roles in the education of Muslim students, highlight the constructive and positive work that teachers do, and point out the challenges they face and the support they need in fulfilling their moral and intellectual duties. We situate teachers' perspectives in the context of the upsurge of global interest in Islam and Islamic education and the increase in Muslims' challenges to multiculturalism and the existing education system dominated largely by Eurocentric, Hellenic-Judeo-Christian heritage and modernist values. The article examines and challenges the research, media and publicly produced contradictory and overlapping statements… [Direct]

Ferguson, Dionne J. (2013). The Underrepresentation of African American Women Faculty: A Phenomenological Study Exploring the Experiences of McKnight Doctoral Fellow Alumna Serving in the Professoriate. ProQuest LLC, Ph.D. Dissertation, University of South Florida. While African American women have been participating in higher education for more than a century, they remain significantly underrepresented among college and university professors in America. This study was pursued in an attempt to address the underrepresentation of African American women faculty at public and private universities within the State of Florida. More importantly, the study aimed to examine the role of the McKnight Doctoral Fellowship program (MDFP) in assisting McKnight Doctoral Fellow alumna in doctoral degree attainment, preparing them for the professoriate and contributing toward their professional success. A phenomenological methodological approach was used for this study, which was informed by doctoral student persistence theory, socialization theory, critical race theory and critical race feminism. These enlightening lenses allowed for the amplification of the lived experiences of McKnight Doctoral Fellow alumna. The findings from this study seem to suggest that… [Direct]

Brieschke, Patricia A. (1998). One Beige Crayon: Rethinking the Social Construction of Racism. Urban Education, v33 n1 p50-70 Mar. Describes a graduate seminar on qualitative research methods in which 19 European-American men and women educators interview African-American educators and students on issues of race and racism. The data reveal six ways that race conflated with racism. Racism is also constructed as an all-black/white experience and a social agenda in public education. (MMU)…

Richardson, Theresa (2000). Moral Imperatives for the Millennium: The Historical Construction of Race and Its Implications for Childhood and Schooling in the Twentieth Century. Studies in Philosophy and Education, v19 n4 p301-327 Jul. Focuses on public school education and chronicles the history of racism and race construct by drawing from a vast pool of racism literature. Develops this detailed historical analysis in the context of what must be done in our schools as we enter the new millennium. Suggests how and why racism discussions must be brought into public school curriculums. (VWC)…

Lack, Brian (2009). No Excuses: A Critique of the Knowledge Is Power Program (KIPP) within Charter Schools in the USA. Journal for Critical Education Policy Studies, v7 n2 p126-153 Nov. The purpose of this paper is to proffer a critical perspective about a specific brand of American schools within the larger charter school movement: the Knowledge Is Power Program (KIPP). KIPP is currently receiving wholesale acclaim as a radical alternative to public schooling \that works.\ While KIPP schools ostensibly claim that college acceptance for all students is their primary goal, the principles and practices that undergird their mission are founded upon capitalistic and militaristic ideals that run counter to the ideals of democratic education. I argue that KIPP schools merely preserve the status quo by asking students to overcome overwhelming disparities through \hard work\ and \motivation,\ instead of addressing the structural sources of poverty and poor academic achievement–i.e., the unequal distribution of resources in schools and society. By subscribing to a dictum of no excuses, KIPP essentially puts the onus on the victims of poverty and institutional racism. This… [Direct]

Kindaichi, Mai Margaret (2010). School Counselors' Perceptions of Biracial Students' Functioning. ProQuest LLC, Ph.D. Dissertation, Columbia University. The number of biracial school-aged youth has continued to increase dramatically (Jones & Smith, 2001), and has drawn timely attention to the extent to which practicing school counselors address biracial youths' concerns in a culturally competent manner. This study examined the perceptions of a nationally-based random sample of 203 White school counselors who provided their assessment of a students functioning (i.e., GAF) and case conceptualizations (i.e., multicultural case conceptualization ability [MCCA]; Ladany et al., 1997) in response to a summary of a fictitious student. In the summary, the student was identified as White, Black, Asian, Biracial Black-White, Biracial Black- Asian, or Biracial Asian-White; the student summaries were identical less the racial background of the identified student. Potential differences in assessments of students' functioning and inclusion of racial-cultural information in case conceptualizations were examined across the six student conditions,… [Direct]

Miller, Edna Jones (2012). Understanding Social Integration and Student Involvement as Factors of Self-Reported Gains for African American Undergraduate Women. ProQuest LLC, Ph.D. Dissertation, University of South Florida. Diversity of student populations within higher education has considerably increased, particularly for women and minority populations, which is indicative of greater access to education toward a college degree. However, increased diversity of student populations has introduced a new set of challenges for higher education administrators in that it is becoming increasingly difficult for administrators to maintain current educational methods when considering the changing needs of matriculating students. As a result, higher education institutions are compelled to strategize beyond the "one-size-fits all" approach in the way teaching and support services are delivered in order to provide a more holistic approach to learning. Researchers have sought to establish a universal definition of student success and they continue to work toward understanding the factors of that inhibit or promote success for college students. Numerous studies have indicated that student success factors are… [Direct]

Ng, Roxana, Ed.; And Others (1995). Anti-Racism, Feminism, and Critical Approaches to Education. Critical Studies in Education and Culture Series. This book argues that there has not been sufficient dialog and exchange between various forms of critical approaches to education, such as multicultural and antiracist education, feminist pedagogy, and critical pedagogy. Contributors from the United States and Canada address issues relevant to ethnic and minority groups in light of feminist and critical pedagogical theory in the following discussions: (1) "Multicultural Education, Anti-Racist Education, and Critical Pedagogy: Reflections on Everyday Practice" (Goli Rezai-Rashti); (2) "Multicultural Policy Discourses on Racial Inequality in American Education" (Cameron McCarthy); (3) "Multicultural and Anti-Racist Teacher Education: A Comparison of Canadian and British Experiences in the 1970s and 1980s" (Jon Young); (4) "Warrior as Pedagogue, Pedagogue as Warrior: Reflections on Aboriginal Anti-Racist Pedagogy" (Robert Regnier); (5) "Connecting Racism and Sexism: The Dilemma of Working…

Christodoulou, Costas (1991). Racism–A Challenge to Social Work Education and Practice: The British Experience. Journal of Multicultural Social Work, v1 n2 p99-106. Traces the history of race relations in Great Britain. Discusses the recent rise of racism in Europe and the efforts of antiracist groups. Outlines three models of antiracist and multicultural social work education, and recommends continuing education and training for social workers in racism awareness. (SV)…

Senegal, Pamela Gibson (2011). A Case Study of a Southeastern African American Male Mentoring Community College Program. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This research is a qualitative case study exploring the experiences of African American male mentoring community college students. Such programs have proliferated throughout higher education, over the past 20 years, in an effort to improve the retention, performance and goal attainment of African American males. The theoretical framework shaping the study was Critical Race Theory, which acknowledges the centrality of race in every aspect of culture in the United States, including higher education. Three research questions guided this study: (1) How do African American Male Mentoring students describe their educational journeys at a Southeastern Community College? (2) What do African American males perceive as their cultural identity through participation in a Southeastern Community College mentoring program? (3) What particular aspects of this Southeastern Community College's mentoring program contributed to student academic progress? In the case study tradition, I delved into the… [Direct]

Raby, Rebecca (2004). \There's No Racism at My School, It's Just Joking Around\: Ramifications for Anti-Racist Education. Race, Ethnicity and Education, v7 n4 p367-383 Dec. Racialization is a social process inscribed with power relations that tend to centre whiteness. This article draws on comments made about race and racism collected through interviews with 12 teenage girls, living in or near the Toronto area, on the broader topic of adolescence. Within these interviews, the young women were asked how adolescence might be experienced differently on the basis of cultural background and race. They were also asked if they believed there to be any racism in their schools. Three patterns emerged in their responses: they denied and downplayed racism in their schools; narrowly defined racism, privileging definitions of racism as individualized and violent over institutional and systematic; and conceptualized racism in a way that centred whiteness. This article presents the observations of these young women, reflects on the motivations behind them and discusses ramifications for anti-racist education…. [Direct]

Grace, Donna J. (2008). Interpreting Children's Constructions of Their Ethnicity. Contemporary Issues in Early Childhood, v9 n2 p131?147. Drawing upon post-structural and post-colonial theories, this study is an investigation into the ways in which five classes of first-grade children (six and seven year olds) in Florida and Hawaii talked about their ethnicities in a video pen pal project. The qualitative methods utilized in this research were participant observation, interviews, and videotaping. The resulting analysis notes that the children in the five different schools talked about their ethnicities differently (ethnicity only, hyphenated ethnic-national identity, or national identity only). Four themes emerge from the analysis related to multicultural education, real-life racism, national identity, and shifting subjectivities. Emphasized in the analysis and interpretation is the importance of situating children's talk about ethnicity within local contexts, acknowledging the multiple and fluid nature of individual subjectivities, and recognizing their location within ideological discourses. (Contains 2 tables and 7… [Direct]

Colin, Scipio A. J., III (1994). Adult and Continuing Education Graduate Programs: Prescription for the Future. New Directions for Adult and Continuing Education, n61 p53-62 Spr. Racism affects recruitment and retention of African American faculty and students and excludes Africentric content from graduate curricula. These issues must be addressed in adult education before societal racism can be confronted. (SK)…

Grossman, Leona; Mirelowitz, Seymour (1975). Ethnicity: An Intervening Variable in Social Work Education. Journal of Education for Social Work, 11, 3, 76-83, F 75. Examines curriculum issues in social work education in relationship to the concepts of ethnicity, minority groups, racism, and institutional racism and discusses social policy and the implementation of change in social work practice and education in relation to the current reality of the profession and the society. (Editor/JT)…

Jacobs, Susie (2006). Interactional Issues in the Teaching of "Race" and Ethnicity in UK Higher Education. Race, Ethnicity & Education, v9 n4 p341-360 Dec. This paper draws on research into the teaching of "race" and ethnicity in higher education, including interviews with lecturers and students of specialist sociology of "race" options. It focuses particularly on interactional issues: the conversations conducted about "race" and ethnicity within seminar rooms were often conflictual and emotional in tone. The topics around which conflicts emerged are discussed: the most common areas of conflict were around Islamophobia, anti-Jewish racism and gender/sexuality; anti-black racism, British/English nationalism and anti-Irish racism were also expressed, but less frequently. Women lecturers were more likely to experience conflicts than were men. The paper analyses some factors underlying these processes: these include the perhaps inherent difficulty of teaching subjects in which discrimination and violence feature large; wider political conflicts and "identity politics" as played out within the… [Direct]

Allen, Josephine A.; Burwell, N. Yolanda (1980). Ageism and Racism: Two Issues in Social Work Education and Practice. Journal of Education for Social Work, v16 n2 p71-77 Spr. Specific strategies for incorporating information relevant to the effects of racism and ageism in our society into the curricula of social work programs are described. Participant observer roles, development of a resource book, information networks, health, mental health, and housing service areas are discussed. (MLW)…

Patton, Jamie S. (2012). A Descriptive Study of African American Male Students at Peaks University. ProQuest LLC, Ed.D. Dissertation, Northern Arizona University. As the governing board is calling for increased persistence and graduation rates, Peaks University (a pseudonym) in the southwestern United States will need to incorporate strategies to improve the perseverance to graduation of specific student groups including African American males. In a state where "Hispanics constitute 25 percent and Whites 63 percent of the population and the remaining 12 percent is made up of African American, Asian/Asian Pacific American, Native American, or other racial or ethnic groups" (Jones & Hotep, 2006, p. 311), there is already a small number of African American males in the state that are prepared to enter institutions of higher education. This descriptive research ascertains and provides insight into what factors are critical to the success of this population of students, their subsequent connections, and ultimately their retention at Peaks. While first year student enrollment at Peaks University in the southwestern United States is… [Direct]

Zanda, Antoinette (1993). A Guide to Workshops on Challenging Racism. This handbook, which is designed for people experienced in facilitating workshops, contains materials for/about planning and conducting popular education workshops on challenging racism. Presented first are guidelines for using the handbook, a rationale for the proposed approach to unlearning racism, and guidelines for guarding against abuse during workshops on challenging racism and for planning workshops. Discussed in the next four sections are the following topics: setting up a workshop (introducing participants; deciding what participants can expect and contribute; setting objectives, identifying assumptions, and setting the workshop's tone; logistics; ground rules; process observing; and coping with emotions and fears about racism); components of racism (contextualizing racism historically, heritage, one theory on how racism works, attitudes, personal power, discrimination, ideology of superiority, dominant group power, and results of racism and oppression); strategies for… [PDF]

Osler, Audrey (2008). Citizenship Education and the Ajegbo Report: Re-Imagining a Cosmopolitan Nation. London Review of Education, v6 n1 p11-25 Mar. Following the 2005 London bombings, there is widespread public debate about diversity, integration, and multiculturalism in Britain, including the role of education in promoting national identity and citizenship. In response to official concerns about terrorism, a review panel was invited to consider how ethnic, religious and cultural diversity might be addressed in the school curriculum for England, specifically through the teaching of modern British social and cultural history and citizenship. The resultant Ajegbo report proposes a new strand on "identity and diversity: living together in the UK", be added to the citizenship education framework. While the report gives impetus to teaching about diversity, it does not strengthen the curriculum framework proposed in the Crick report. It fails to adopt a critical perspective on race or multiculturalism or adequately engage with young people's lived experiences of citizenship within a globalised world. I analyse how the review… [Direct]

Osler, Audrey (1999). Citizenship, Democracy and Political Literacy. MCT, v18 n1 p12-15,29 Aut. Draws on the Crick Report, Education for Citizenship and the Teaching of Democracy in Schools, to examine citizenship, democracy, and political literacy, considering the report's potential as a framework for promoting racial equality in European schools. Discusses the following issues: racism and the education system; racism, democracy, and citizenship education; and human rights and political literacy. (SM)…

Brayboy, Bryan McKinley Jones; Castagno, Angelina E. (2008). Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature. Review of Educational Research, v78 n4 p941-993 Dec. This article reviews the literature on culturally responsive schooling (CRS) for Indigenous youth with an eye toward how we might provide more equitable and culturally responsive education within the current context of standardization and accountability. Although CRS for Indigenous youth has been advocated for over the past 40 years, schools and classrooms are failing to meet the needs of Indigenous students. The authors suggest that although the plethora of writing on CRS reviewed here is insightful, it has had little impact on what teachers do because it is too easily reduced to essentializations, meaningless generalizations, or trivial anecdotes–none of which result in systemic, institutional, or lasting changes to schools serving Indigenous youth. The authors argue for a more central and explicit focus on sovereignty and self-determination, racism, and Indigenous epistemologies in future work on CRS for Indigenous youth. (Contains 6 notes.)… [Direct]

Giroux, Henry A. (2003). Spectacles of Race and Pedagogies of Denial: Anti-Black Racist Pedagogy under the Reign of Neoliberalism. Communication Education, v52 n3-4 p191-211 Jan. Quality education in the United States has been compromised via public discourses that reinstitute racism on a daily basis. In its current manifestation, racism survives through the guise of neoliberalism, a kind of repartee that imagines human agency as simply a matter of individualized choices, the only obstacle to effective citizenship and agency being the lack of principled self-help and moral responsibility. In this article, I examine briefly the changing nature of the new racism by analyzing how some of its central assumptions evade notions of race, racial justice, equity, and democracy altogether. My analysis focuses especially on the discourse of color blindness and neoliberal racism. I then address how the racism of denial and neoliberal racism were recently on prominent display in the controversies surrounding former Senate Majority Leader Trent Lott's praise for segregationist Strom Thurmond. The essay concludes by offering some suggestions about how the new racism,… [Direct]

Vance, Mike (2000). Key Issues for Education – One Year On. MCT, v18 n2 p21-24 Spr. Outlines three recommendations on education made in the Macpherson Inquiry Report into the murder of Stephen Lawrence (a black man) which addressed institutional racism. Outlines key obstacles to implementing the report's recommendations, looking at existing racist practices in education and examining efforts by various groups to combat institutional racism in the schools. (SM)…

Cole, Johnnetta B. (1980). Race toward Equality: The Impact of the Cuban Revolution on Racism. Black Scholar, v11 n8 p2-24 Nov-Dec. Summarizes the history of racism in Cuba from the nineteenth century through the Revolution of 1959. Analyzes the ways in which the condition of socialism in Cuba has eliminated institutional racism through laws and public positions, education, and internationalist involvements. (EF)…

Contreras, Gloria, Ed.; Simms, Richard L., Ed. (1980). Racism and Sexism: Responding to the Challenge. Five essays examine the responses of the social studies to racism and sexism in the 1960s and 1970s. The first essay discusses the general concept of pluralism and its relationship to racism and sexism. Textbook and curricular response and legislation relevant to racism and sexism are also considered. The second essay deals with racism in terms of the focus, objectives, and strategies of cultural programs, critical unmet needs for blacks and other minority students, the Ethnic Heritage Studies Program, professional organizations, and instructional materials. The author concludes that responses of the social studies to racism are still tentative. The third essay lists the source, extent, and major shortcomings of responses to sexism in the areas of instructional materials, classroom interaction, hidden curriculum, and professional organizations. The conclusion is that although social studies education has responded to sexism with many laudable efforts, some of the initial positive…

Davis, R. Deborah (2007). Black Students' Perceptions: The Complexity of Persistence to Graduation at an American University. Peter Lang New York This book looks at the socialization process and persistence to graduation from the perspectives of black students at American universities today. The students' perceptions discussed include what it meant to them to have a pre-college experience, the importance of expectations, the pain caused by racism, and how they were able to find \safe spaces\ in what many considered a \hostile environment.\ This book documents and addresses what it means to be a black person getting an education in a predominantly white university. (Contains 9 figures and 2 tables.)… [Direct]

Closson, Rosemary B.; Henry, Wilma J. (2008). Racial and Ethnic Diversity at HBCUs: What Can Be Learned when Whites Are in the Minority?. Multicultural Education, v15 n4 p15-19 Sum. In this article the authors wonder–why has the academic community not stepped through the looking glass to see what diversity looks like and what might be learned when Whites are in the minority? They believe there is much to be learned from exploring the experience of White college students and their perceptions of race and racism when they become \temporary minorities\ on historically Black campuses (HBCUs). They explore the possible meaning embedded in the absence of such research. Furthermore, they present their thoughts about why HBCUs are not currently represented in the higher education literature and research on diversity. Thus, they state that it is clear that such research will not be easy work, but it is their belief that a full picture of the effectiveness of campus diversity–structural, classroom, and interactional–will not be fully understood until the experiences at the HBCU are included. (Contains 1 note.)… [PDF] [Direct]

Carrington, Bruce; Short, Geoffrey (1997). Holocaust Education, Anti-racism and Citizenship. Educational Review, v49 n3 p271-82 Nov. Interviews with 43 British students aged 14-16 identified the impact of Holocaust education on their views of stereotyping and scapegoating, racism, and active citizenship in a pluralist society. Despite their heightened awareness, there was some evidence of complacency about racism. (SK)…

Kiselica, Mark S.; Locke, Don C. (1999). Pedagogy of Possibilities: Teaching about Racism in Multicultural Counseling Courses. Journal of Counseling & Development, v77 n1 p80-86 Win. Teaching about diversity or multiculturalism in counselor education programs is a challenge. Racism as a topic is an emotionally charged subject. Knowledge about racism provides a foundation for personal exploration. A course in multicultural counseling is outlined with strategies for teaching it. (Author/EMK)…

LePeau, Lucy Anne (2012). Academic Affairs and Student Affairs Partnerships Promoting Diversity Initiatives on Campus: A Grounded Theory. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. Higher education research suggests student affairs and academic affairs partner to address challenges on campus, such as building inclusive environments for diverse students and staff, but evidence about "how" partnerships form is lacking in the literature. The purpose of this constructivist grounded theory was to understand "how" the process of forming academic affairs and student affairs partnerships about diversity initiatives developed with educators involved in a national Project launched by the Association of American Colleges and Universities in the 1990s. The American Commitments Project was designed to encourage educators to center tenets related to diversity in the curriculum and co-curriculum. Research questions included: (a) what can be learned from educators, from both student affairs and academic affairs, about how to formulate partnerships; (b) how do educators involved in these partnerships own perceptions of their multiple identities influence… [Direct]

Winkle-Wagner, Rachelle (2009). The Unchosen Me: Race, Gender, and Identity among Black Women in College. Johns Hopkins University Press Racial and gender inequities persist among college students, despite ongoing efforts to combat them. Students of color face alienation, stereotyping, low expectations, and lingering racism even as they actively engage in the academic and social worlds of college life. \The Unchosen Me\ examines the experiences of African American collegiate women and the identity-related pressures they encounter both on and off campus. Rachelle Winkle-Wagner finds that the predominantly white college environment often denies African American students the chance to determine their own sense of self. Even the very programs and policies developed to promote racial equality may effectively impose \unchosen\ identities on underrepresented students. She offers clear evidence of this interactive process, showing how race, gender, and identity are created through interactions among one's self, others, and society. At the heart of this book are the voices of women who struggle to define and maintain their… [Direct]

Colin, Scipio A. J., III; Hayes, Elisabeth (1994). Racism and Sexism in the United States: Fundamental Issues. New Directions for Adult and Continuing Education, n61 p5-16 Spr. Racism and sexism have economic impacts in terms of pay differentials and occupational segregation. They affect educational outcomes in terms of achievement and the relationship between education and occupational outcomes. Racism and sexism are perpetuated through individual beliefs and behavior and institutional policies and practices. (SK)…

Husain, Mary E. (2010). Academic Freedom: Costs, Consequences, and Resistance. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. The present study examines the impact of media and the Neoconservative movement on academic freedom in higher education in the United States post 9/11 era. In the aftermath of September 11, 2001, much media coverage focused on the Middle East. In addition to traditional news sources, new Internet based outlets emerged. Some of these websites were designed to monitor higher education, with a focus on critical and activist voices of dissent. Because these efforts disproportionately highlighted Middle East Studies, most of the scholars interviewed for this study had connections to the Middle East, in terms of their work in the Academy or the broader community. Thirty one academics from across the United States participated in this research, twenty nine of whom appear in this dissertation. The majority held tenured positions, but a few are untenured professors, lecturers, or independent scholars. Evidence from this research revealed a concerted effort to attack scholars who… [Direct]

Cole, Mike; Stuart, Janet S. (2005). 'Do You Ride on Elephants' and 'Never Tell Them You're German': The Experiences of British Asian and Black, and Overseas Student Teachers in Southeast England. British Educational Research Journal, v31 n3 p349-366 Jun. In this article we report on part of a small-scale study into the experiences of 28 British-born Asian and black, and overseas student teachers, who were following both Postgraduate Certificate in Education (PGCE) and school-based routes to qualified teacher status (QTS), in Sussex and Kent. The results indicate worrying degrees of racism, xenophobia and general ignorance in schools in South-east England, a finding underscored by some recent interviews undertaken by a local council in the same region. The authors conclude that, in order to challenge this racism, xenophobia and ignorance, there is an urgent need to be proactive in undermining racism. This should include the full implementation of the Race Relations (Amendment) Act in all educational institutions and the endorsement of the Stephen Lawrence Enquiry (Macpherson) Report's recommendation for the amendment of the National Curriculum to provide an education which deals with racism awareness…. [Direct]

Coles, Ann S. (1978). Racism: The Evolution of a Concept. Many people have attempted to define exactly what racism is and what causes it. While there is no commonly accepted definition, there is agreement with regard to the facts that (1) no scientific evidence has been found to support the belief that race determines the history and culture of a people; (2) racism is a learned behavior; (3) definitions of racism which do not include a study of socioeconomic factors are confusing; and (4) racism is an instituional, problem. To understand racism in America, one must study the history of the development of racist thinking, beginning with slave codes passed in the 17th century through the 19th century, the notion of \race suicide\ (genetic inferiority), the erosion of the Reconstruction Period rights given to blacks, up through the inequalities of the 1950s and 1960s. Even with all the recently enacted legislation and institutional policy changes, racism, overt and covert, is still a significant factor in American society. The question of…

Grice, David Roland (2012). The Perceptions of General Education Teachers about the Over-Representation of Black Students in Special Education. ProQuest LLC, Ph.D. Dissertation, Andrews University. Statement of the Problem: There is an over-representation of Black students in special education. Black students are typically referred for special education consideration by the end of the fourth grade. One effort to reduce the large number of referrals in Connecticut was "Courageous Conversations About Race." Courageous Conversations About Race is designed to address what educators, families, and other community groups can do to improve teaching and learning across racial lines. It served as a strategy for educators to confront and deinstitutionalize racism. "Courageous Conversations About Race" is an effective means to address the issues of race in schools/districts where over-representation exits. Although various Connecticut schools have participated in Courageous Conversations About Race over the past 5 years, the State Education Resource Center (SERC) and the Connecticut State Department of Education (CSDE) are uncertain about its usefulness in changing the… [Direct]

Fillmore, Lily Wong (1997). Equity and Education in the Age of New Racism: Issues for Educators. Social Justice, v24 n2 p119-32 Sum. Explores the new racism of the intelligence quotient as represented by "The Bell Curve" by R. Herrnstein and C. Murray (1994). Educators must confront the factors that divide Americans to contribute to a multicultural society in which diversity unites rather than divides. (SLD)…

Chalmers, Graeme; Gill, Hartej (2007). Documenting Diversity: An Early Portrait of a Collaborative Teacher Education Initiative. International Journal of Inclusive Education, v11 n5-6 p551-570 Sep. This article documents a two-year journey developing and implementing a teacher education programme that required preservice teachers and teachers, administrators, and students in six cooperating schools to address issues of diversity, multi-/transculturalisms, inclusion, anti-racism/anti-oppression and social justice. We describe approaches and analyse changing attitudes, commitment and activism among those who participated in this "Diversity" cohort initiative–a collaboration between the University of British Columbia's Faculty of Education and the Vancouver School Board. We profile the courage and commitment of those who began to see themselves as important allies and agents of change in Canada's most multicultural environment. We acknowledge the less successful aspects, and generate implications for teacher education partnerships that seek to embrace "critical" multicultural, inclusive, and social justice education…. [Direct]

Pattman, R. (2010). Investigating "Race" and Social Cohesion at the University of KwaZulu-Natal. South African Journal of Higher Education, v24 n6 p953-971. In the light of the notorious video made by white students at the University of Free State (UFS) in which black middle aged cleaners were subjected to forms of degradation in a mock initiation ceremony (which included being given food mixed with urine) the Minister of Education authorised an investigation on social cohesion in universities. The Soudien report which followed from this questioned the transformative role of universities, noting that "racism and sexism" were "pervasive" in these. I take the Soudien report as a springboard for further investigative research on race (and gender) in universities, and, focusing on the University of KwaZulu-Natal, discuss principles and concerns which ought in my view to inform such research. I argue that part of the investigation should involve participatory research with students at the university and also with learners in the feeder schools in the Durban area, and try to illustrate the importance of doing this by taking… [Direct]

Bhavnani, Reena (2001). Rethinking Interventions To Combat Racism. This book arose as a result of the findings of the Stephen Lawrence murder inquiry, particularly the relationship to education and training about racism. Sir William Macpherson began his inquiry in 1998 following the racially motivated murder of Stephen Lawrence. The inquiry examined the causes of Lawrence's death, lessons to be learned from it, and national issues related to the investigation and prosection of racially motivated crimes. The resulting Macpherson report presented recommendations for rethinking racism and strategies for combating it. This book analyzes the legal inquiry in detail and interviews some of the key figures involved, discussing the police culture and the history of training on racial issues. It places the Macpherson recommendations in context, examining: how to use the Macpherson recommendations to enhance understanding of racism and improve effectiveness in tackling it; how current antiracism training takes account of the changing nature of racism; and…

Denevi, Elizabeth; Pastan, Nicholas (2006). Helping Whites Develop Anti-Racist Identities: Overcoming Their Resistance to Fighting Racism. Multicultural Education, v14 n2 p70-73 Win. White students and teachers who are exposed to information about how oppression works seem to recognize that there is a problem and want to do something to ameliorate the situation. They show up for meetings of diversity clubs, attend conferences and workshops, and will speak to others about their growing understanding of how privilege/ racism works. Yet, for all of this commitment, the system is not really changing. White students who feel that the diversity programs are exclusive or too time consuming are simply ignorant to the fact that racism affects them, albeit in different ways, just as it affects people of color. White privilege is described as a means of insulation that allows a White person to express awareness, but that also keeps the White person from really having to do anything with that awareness. This article asks the question "What exactly is white privilege, and what is the cost of racism to Whites in America? It goes on to present a discussion about a white… [PDF] [Direct]

Lawrence, Sandra M. (1997). Beyond Race Awareness: White Racial Identity and Multicultural Teaching. Journal of Teacher Education, v48 n2 p108-17 Mar-Apr. Interviews examined whether white students' shifts in thinking about themselves as racial beings and about systems of oppression during a multicultural education course were evident in later teaching practice. Though students initially resisted learning about their own racism, they eventually became more willing to take some responsibility for racism. (SM)…

Mock, Karen (1995). Combating Racism and Hate in Canada Today: Lessons of the Holocaust. Canadian Social Studies, v29 n4 p143-46 Sum. Maintains that the Holocaust was the catalyst for Canadian antihate legislation. Maintains that, to combat racism and bigotry, it is necessary to use three important tools: (1) the law; (2) community action; and (3) education. Describes some contemporary realities and remedies in the struggle against racism and hate in Canada. (CFR)…

Allen, Robert (1978). The Bakke Case and Affirmative Action. Edcentric, 42, 10-2, Spr 78. The decision in the Bakke case will not only affect affirmative action programs in education but in employment, housing, and other fields. Charges of "reverse racism" are being used to reverse the limited gains made in two decades. Affirmative action is necessary because institutional racism exists in our society. (SW)…

Martin, Danny Bernard (2007). Beyond Missionaries or Cannibals: Who Should Teach Mathematics to African American Children?. High School Journal, v91 n1 p6-28 Oct-Nov. Guided by a general critique that asks, Highly qualified for whom?, I problematize recent characterizations of highly qualified mathematics teachers by focusing on the question, Who should teach mathematics to African American children? I discuss how responses to this question in mainstream mathematics education research and policy contexts have drawn on discursive frames that support color-blind racism, that focus only on achievement outcomes, and that propose \missionaries\ and \cannibals\ as the kinds of teachers most appropriate for African American children. I propose a refocusing of mathematics education research and policy that gives meaningful attention to the ways that African American children experience mathematics in schools and life as African Americans. (Contains 1 figure and 2 footnotes.)… [Direct]

Halagao, Patricia Espiritu (2006). Questioning the "Aloha" in a Multicultural Teacher Education Course. Asia Pacific Journal of Education, v26 n1 p37-50 May. Hawaii is often perceived as the "Land of "Aloha," a racial paradise where everyone gets along. But do we? The author explores Hawaii's distinct cultural dynamics with pre-service teachers in a multicultural education course that problematised race and ethnicity. Using an inquiry approach and culturally relevant activities, the class examined the social inequity that exists between privileged "non-minorities" like Japanese, Chinese and Whites, and "disadvantaged minorities" like Filipinos, Native Hawaiians and Samoans. This study found that living among diversity in Hawaii made recognising racism and social inequity difficult. Patterns of student engagement reflected one's positioning in Hawaii's racial and socioeconomic hierarchy. Students from privileged groups minimised and deflected their role in contributing to racism, while students from disadvantaged groups assumed a more critical stance towards society. This study reframes the dialogue on… [Direct]

Smith, Janet L.; Stovall, David (2008). "Coming Home" to New Homes and New Schools: Critical Race Theory and the New Politics of Containment. Journal of Education Policy, v23 n2 p135-152 Mar. Older cities in the United States have long been trying to "bring back" the middle class in order to increase tax base. The poor quality of schools and the presence of public housing often were cited as deterrents for attracting higher income families. When the 2000 Census data revealed improvements in many cities, some elected officials and scholars attributed the turnaround to policies such as those aimed at transforming public housing and urban schools. In this article the authors examine these strategies as they have played out in a Chicago community to illustrate how these policies also facilitate the displacement and containment of poor people of color. Utilizing critical race theory, they argue that race continues to guide both education and public housing policy in historically segregated places like Chicago, and that racism is masked by class claims that allow the interests of middle class to trump educational opportunities for poor. (Contains 2 tables, 2 figures,… [Direct]

Donaldson, Karen B. McLean (1996). Through Students' Eyes. Combating Racism in United States Schools. Racism has not been eradicated in U.S. schools, even though many educators do not view it as a major deterrent to the learning of minority students. Overt racism among students, racism demonstrated in the ignorance of teachers and administrators, and racism revealed in the internal struggles of students are common in today's schools. This book documents the racist experiences and antiracist solutions shared by a number of students through a variety of interviews, surveys, and studies. Much of the book focuses on the High School Project, a study from an inner-city high school in New England in a school district with 25,000 students. A race relations survey completed by 2,000 11th and 12th graders was a basis for this book. Information from the Middle School Arts Project, which focused on assessing an artistic fifth-grade social studies unit, and the Teacher Project, a study that has evolved from student ideas for solutions, add to the information base. Much of the book is centered…

Dent, Harold E. (1974). Institutional Racism: A Barrier to Educational Change. Institutional racism remains a powerful force in American society, a reflection of the fact that the white majority which enjoys the benefits of racism is unable to see the destruction that racism works on others. Institutional racism is characterized by a set of organizational procedures, formal or informal, woven into the operational structure of an institution. This racism is deeply ingrained in all aspects of American life, and is particularly manifest in our educational institutions, so that minorities are not provided with the training needed to compete effectively in the job market. Attempts at public school desegregation in New York City and Berkeley demonstrate that minority students are placed at a disadvantage in terms of school size and distance of transportation to integrated schools. IQ tests are another example of a discriminatory procedure that is masked as a scientific enterprise. Higher education reveals these same propensities and conveniently excuses itself from…

Leyva, Rodolfo (2009). No Child Left Behind: A Neoliberal Repackaging of Social Darwinism. Journal for Critical Education Policy Studies, v7 n1 p364-381 Jun. It is widely believed that the end of Nazism, and the postwar era brought an end to academic theories and discourses regarding inherent racial inferiority. There was little tolerance Hawkins (1997) argues, for biological justifications for racism, war, and exploitation. The infamous Social Darwinism of key intellectual Herbert Spencer, and its explicit eugenics, racist, and free-market ideology of "Survival of the Fittest," was rendered unfashionable as Western democracies were quick to disassociate themselves with explicitly Nazi-related ideologies (Degler 1992). Social Darwinism has resurfaced in neoliberal economics and free-market policies where the similarities between Spencer and Friedman Hayek's (1994) brand of unrestricted markets are almost identical. This paper shall discuss the historical continuities between Spencer's Social Darwinism, and the essentialist ideals of meritocracy, selfishness, and competition that are advanced by neoliberalism, and that underpin… [PDF]

Brown, Kathleen (2006). "New" Educational Injustices in the "New" South Africa: A Call for Justice in the Form of Vertical Equity. Journal of Educational Administration, v44 n5 p509-519. Purpose: Outlines a framework for social justice, describes both the social and educational context of South Africa, highlights inequitable funding practices, and then advocates for policy changes in the form of vertical equity. Design/methodology/approach: Provides a retrospective review of mandated segregation by race to hypothetical de-segregation by post-apartheid policies to de facto re-segregation by class, in the "new" South Africa. Findings: Describes how overt racism in the form of apartheid laws has been replaced by covert racism and class domination in the form of school fees. Originality/value: Reveals how "new" educational injustices are preventing poor and marginalized groups from getting universal access to high-quality education in the "new" South Africa. (Contains 1 table.)… [Direct]

Bassett, Joshua, Ed.; Ivery, Curtis, Ed. (2011). America's Urban Crisis and the Advent of Color-Blind Politics: Education, Incarceration, Segregation, and the Future of the U.S. Multiracial Democracy. Rowman & Littlefield Publishers, Inc. Over 40 years ago the historic Kerner Commission Report declared that America was undergoing an urban crisis whose effects were disproportionately felt by underclass populations. In "America's Urban Crisis and the Advent of Color-blind Politics", Curtis Ivery and Joshua Bassett explore the persistence of this crisis today, despite public beliefs that America has become a "post-racial" nation after the election of Barack Obama to the presidency. Ivery and Bassett combine their own experience in the fields of civil rights and education with the knowledge of more than 20 experts in the field of urban studies to provide an accessible overview of the theories of the urban underclass and how they affect America's urban crisis. This engaging look into the still-present racial politics in America's cities adds significantly to the existing scholarship on the urban underclass by discussing the role of the prison-industrial complex in sustaining the urban crisis as well as… [Direct]

Cole, Mike (2004). 'Brutal and Stinking' and 'Difficult to Handle': The Historical and Contemporary Manifestations of Racialisation, Institutional Racism, and Schooling in Britain. Race, Ethnicity and Education, v7 n1 p35-56 Mar. In this paper, I begin by challenging the British Home Secretary's (David Blunkett) denial of the existence of institutional racism in Britain. While recognising the significance of Macpherson's acknowledgement in the Stephen Lawrence Inquiry that institutional racism is, in fact, widespread, I offer a wider definition than that offered by Macpherson. I argue that institutional racism has been a reality in British society from the origins of the Welfare State up to the present day. Utilising the Marxist concept of 'racialisation', which critiques an ideological process that categorises people into distinct 'races', I suggest that racialisation best explains the economic and political factors, which underlay institutional racism in schooling in Britain, both historically and at the beginning of the twenty-first century. I conclude by stressing the need to pressurise the British Government to reject Blunkett's denial of institutional racism and, at the very minimum, urgently to… [Direct]

Chung, Carl; Moore, Randy (2005). "P.S.-I'm White Too": The Legacy of Evolution, Creationism, and Racism in the United States. Science Education Review, v4 n2 p50.1-50.14. Despite decades of science education reform, creationism remains very popular in the United States. Although neither creationism nor evolution is inherently racist, creationists and evolutionists have used science to justify white supremacy. Powerful racist organizations such as the Ku Klux Klan and popular racist advocates such as Frank Norris worked together to vilify evolution, promote racism, and begin the evolution-creationism controversy in the United States in the 1920s. The links between racism and creationism became explicit during "Epperson v. Arkansas", in which the US Supreme Court ruled that laws banning the teaching of evolution in public schools are unconstitutional. Today, the relics of racism, evolution, and creationism persist in many forms, ranging from books such as "The Bell Curve" to educational institutions such as Bob Jones University. This article discusses some of the historical links between evolution (a scientific theory liable to… [PDF]

Bradley, Deborah (2006). Music Education, Multiculturalism, and Anti-Racism–Can We Talk?. Action, Criticism, and Theory for Music Education, v5 n2 p1-30 Dec. This paper is a beginning attempt to \decolonize\ one's understanding of multiculturalism in music education. The author first considers the ways race is embedded as coded language in discourse, and the ways one's use of coded language hinders one's ability to talk about race directly. In this regard, the author addresses the silence that sometimes results when one names races and racism explicitly. The author then looks at official multiculturalism and multiculturalism within music education as racialized discourses. The final section of this paper investigates motivations in North America for engaging in multiculturalism in music education, drawing upon the literature of postcolonial and anti-racism studies, and then connects this motivation to the ongoing project of decolonization within educational discourse. Throughout the paper, the author includes excerpts from interviews conducted with members of the Mississauga Festival Youth Choir (MFYC) to show how racialized discourses… [Direct]

Stover, Del (1990). The New Racism. American School Board Journal, v177 n6 p14-18 Jun. A disturbing increase in incidents of racism and prejudice is occurring in schools. Suggested strategies for improving school race relations include the following: (1) adopt a firm policy of zero tolerance for racism in any form; (2) start early; (3) expand social contacts between racial groups; and (4) add multicultural education programs to the curriculum. (MLF)…

Lawrence, Sandra M. (1998). Research, Writing, and Racial Identity: Cross-Disciplinary Connections for Multicultural Education. Teacher Educator, v34 n1 p41-53 Sum. Examined how white students in an undergraduate multicultural education course experienced difficult, emotional content about racism. Analysis of samples of students' reflective writing indicated that the coursework influenced students' racial identities. Reflective writing in combination with teaching practices informed by psychological theory helped expand students' understanding of racism while facilitating the development of racial identities. (SM)…

Simpson, Jennifer S. (2006). Reaching for Justice: The Pedagogical Politics of Agency, Race, and Change. Review of Education, Pedagogy & Cultural Studies, v28 n1 p67-94 Jan. The prevalence of institutional racism in the United States presents an urgent and complicated challenge. Little agreement exists among scholars regarding the existence and implications of racism, or the position educators might take in addressing it. In the context of public and scholarly retreats from the significance of and responsibility for individual and institutional racism, cultural studies is one area of discourse which has addressed both race and the ethical obligations of educators to a more just society, and offers those interested in such conversations a framework and resources for considering what is possible in terms of critique and change. Many working in cultural studies-related fields have addressed these obligations in the context of teaching and learning. In this article, the classroom serves as a starting point for an analysis of racism, cultural studies, and pedagogy. This article begins with a conversation among students and the author about the killing of… [Direct]

Mogan, Thomas (2013). The Limits to Catholic Racial Liberalism: The Villanova Encounter with Race, 1940-1985. ProQuest LLC, Ph.D. Dissertation, Temple University. This dissertation examines the process of desegregation on the campus of a Catholic university in the North. Focusing on Villanova University during the period from 1940-1985, the narrative explores the tension between the University's public commitment to desegregation and the difficulties of implementing integration on a predominately white campus. Through oral histories, newspaper accounts (especially the student newspaper), University committee meeting minutes, administrators' personal correspondence, and other internal documents, I examine how Villanova students and administrators thought about and experienced desegregation differently according to their race. In examining the process of desegregation, this dissertation makes two arguments. The first argument concerns the rise and fall of Catholic racial liberalism. In early post-World War II era, Catholic racial liberalism at Villanova was consolidated when the philosophy of Catholic interracialism combined with the emerging… [Direct]

Gillborn, David (1997). Racism and Reform: New Ethnicities/Old Inequalities?. British Educational Research Journal, v23 n3 p345-60 Jun. Explores how issues of "race," racism, and ethnicity are positioned within the education reforms reshaping the British schooling system. Exposes the new racist constructions of "the nation" and its "common culture" expressed through the marketization of schooling and willed ignorance about the extent and nature of racism in the system. (DSK)…

Burtonwood, Neil (1990). INSET and Education for Multicultural Society: A Review of the Literature. British Educational Research Journal, v16 n4 p321-33. Reviews research literature on efforts in the United Kingdom to address racism and the needs of a multicultural society through INSET (Inservice Education of Teachers). Notes recent developments in school-focused work emphasizing action research and teacher participation. Comments on Racism Awareness Training (RAT), problems in all-White areas, and training needs of teacher trainer and ethnic minority teachers. (CH)…

Kubota, Ryuko; Lin, Angel (2006). Race and TESOL: Introduction to Concepts and Theories. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v40 n3 p471-493 Sep. The field of teaching English to speakers of other languages (TESOL) brings people from various racialized backgrounds together in teaching, learning, and research. The idea of race, racialization, and racism are inescapable topics that arise in the contact zones created by teaching English worldwide and thus are valid topics to explore in the field. Nonetheless, unlike our peer fields such as anthropology, education, and sociology, the field of TESOL has not sufficiently addressed the idea of race and related concepts. This special topic issue is one of the first attempts in our field to fill the gap. This introductory article will survey key concepts and theories defined and debated in various fields, including race, ethnicity, culture, racialization, racism, critical race theory, and critical White studies, to provide a foundation for future explorations. (Contains 2 footnotes.)… [Direct]

Castillo, Victor Anthony (2012). Pathfinders: A Life History Study of 10 Academically Successful Latinos from San Antonio. ProQuest LLC, Ph.D. Dissertation, The University of Texas at San Antonio. With the study rise of the Hispanic population in the United States over the last 25-years there has been a languished progression of this populations' educational attainment. The purpose of this qualitative study was to tap into the "black-box" of ten academically successful Latino students from San Antonio by capturing the life history of their educational experience, and, the recollections of the factors that hindered or facilitated their attainment of a doctoral degree. In seeking an understanding of this phenomenon, this research utilized a phenomenological interviewing technique and a multi capitals theoretical framework underpinned in Bourdieu's cultural reproduction theory. The analysis of the narrative brought to light thirteen individual obstacles and eight institutional obstacles, resulting in a total of twenty-one themes. The thirteen individual obstacles include: "Language Obstacles," "Inner-ethnic Conflict," "Deviance,"… [Direct]

Henze, Rosemary; Lucas, Tamara; Scott, Beverly (1998). Dancing with the Monster: Teachers Discuss Racism, Power, and White Privilege in Education. Urban Review, v30 n3 p187-210 Sep. Explores why it is difficult for teachers to have an open dialog about power, white privilege, and racism by examining an attempt at such a discussion by 60 teachers at a professional-development institute. Implications for planning this type of discussion are discussed. (SLD)…

Mansouri, Fethi; Trembath, Anna (2005). Multicultural Education and Racism: The Case of Arab-Australian Students in Contemporary Australia. International Education Journal, v6 n4 p516-529 Sep. This paper discusses the social and cultural dimensions of the educational experiences of Arab-Australian students. It seeks to explore the cultural attitudes and the social experiences of Arab-Australian secondary school students from two schools situated in Melbourne's northern region. The paper seeks to examine how Arab-Australian students and their families understand and construct their own social and educational experiences in relation to schools' initiatives as well as wider social discourses. The empirical findings presented in this paper suggest that there are critical links between Arab-Australian students' perceptions of belonging, identity and citizenship on the one hand, and their attitudes to schooling and educational experiences on the other. The study's findings show the need for current patterns of multicultural education research and practice to incorporate more systematically socio-political dynamics beyond the confines of school and family factors. (Contains 1… [PDF] [Direct]

Pfeifer, R. Scott; Polek, Mag (2007). Creating a Climate of Trust. Principal Leadership, v8 n1 p36-40 Sep. The trouble started when an anonymous e-mail alleged abuse of power at Centennial High School in Howard County, Maryland. Each week, the local paper reported new developments in the investigation. On top of that, the family of a Black student reported that a culture of racism existed at Centennial. At the end of the year, members of the community and the board of education held a meeting to discuss the issues at the school. The packed meeting deteriorated into a name-calling, shouting match tinged with charges of racism at worst and racial insensitivity at best. When the existing principal retired suddenly during the turmoil, the superintendent expected the new principal to make cultural proficiency his first priority. But how can a school become culturally proficient when parents and students do not know whether diversity is truly valued? The school community had to begin building cultural proficiency from the ground up. The administrators adopted several key elements as the… [Direct]

Flores, Jayni (1988). Chicana Doctoral Students: Another Look at Educational Equity. Telephone interviews with Chicanas–30 graduates and 20 dropouts from Title VII Bilingual Education Doctoral Fellowship Programs in Arizona, California, Colorado, New Mexico, and Texas are reported. The study sought information on how the Chicanas' perceptions of racism, sexism, economics, family responsibilities, support networks, role models, and mentors affected persistence and graduation. The present report addresses the resulting demographic profile and racism and sexism variables. Results show a significant relationship between persistence and marital status, but no statistically significant relationship with age or existence of dependents, and no significant relationship with perception of racism or sexism. However, a majority of the Chicanas felt they were victims of sexism and about one-fifth felt they were victims of racism in the program. Recommendations for improvement of the situation include an end to sexual harassment, equitable distribution of research and teaching…

Weinberg, Meyer (1983). United States. Integrated Education, v20 n6 p47-48 Nov-Dec. Argues that in 1982 inequality in U.S. education grew while racism gained new ground. (CMG)…

Lane, Jane; Ross, Gerri (2001). Early Years and Race Equality: Possibilities and Limits for Race Equality Work. MCT, v19 n3 p23-25 Sum. Notes the importance of moving to an antiracist approach in education, identifying early learning goals and exploring possible antiracist activities (taking seriously all forms of name-calling, using Persona Dolls to help children confront racism, and taking a strategic approach to addressing racism). Stresses the need for creating policies for equality that include policy statements, implementation programs, and monitoring mechanisms. (SM)…

Liu, Jane (2012). A Social Cognitive Examination of East Asian American Career Development: Contextual Factors Influencing Career Choice. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Milwaukee. Despite their educational and economic achievements in the United States, Asian Americans continue to be occupationally segregated in the labor force. Asian Americans are overrepresented in mathematics, engineering and biological sciences while underrepresented in field such as education, humanities, social and behavioral sciences (Bureau of Labor Statistics, 2010; National Science Foundation, 2007). This skewed distribution is problematic. It implies that Asian Americans have differential access to various occupations and may be restricted in their range of occupational choices. Although labor statistics continuously reveal this trend, there is a lack of available research on the career choice and development of Asian Americans to understand why such occupational segregation exists. Understanding factors that contribute to the occupational segregation of Asian Americans can add valuable information regarding the career choice process of Asian Americans. This knowledge can assist… [Direct]

Ward, Stephen (2008). Religious Control of Schooling in England: Diversity and Division. Intercultural Education, v19 n4 p315-323 Aug. Britain is a multicultural, multi-faith and multiracial society overlaid by white institutional racism. The race riots in the northern cities of England in 2001 and in 2005 signal that social and ethnic divisions are prominent. This article considers the state schooling in England and the role which state-funded faith schools play in government policy to promote diversity in education. It is suggested that the divisive nature of education in Britain is borne of religious beliefs and the relationship of the State to the established Church. Given the decline in the church-going population, it might be anticipated that the interest in state-funded religious education would decline. However, recent government policy has been designed to promote their increase and the number of faith schools has grown. The article is written from the perspective of a liberal theory of education: that all children should have the opportunity to grow into autonomous thinking adults and to which religious… [Direct]

Misco, Tomas (2008). "Nobody Told Us about What Happened": The Current State of Holocaust Education in Romania. International Education, v38 n1 p6-20 Fall. This research study sought to understand the current state of Holocaust education in Romanian classrooms and how sociocultural and institutional forces influence its treatment. By identifying the obstacles, challenges, and successes of Holocaust education in Romania, this study can both disseminate the techniques and conditions that bring about meaningful Holocaust education and provide a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt reticence on this topic. Given their recent accession to the European Union, this is a timely study that also examines Romania's educational efforts concerning the development of democratic skills and dispositions, many of which often result from addressing controversial topics and closed areas, including the Holocaust in Romania. Holocaust education is a relatively new phenomenon in Romania and studying its inception can offer insights for other societies and cultures that are working to… [Direct]

Allen, Anthony G. (2010). A Critical Race Theory Analysis of the Disproportionate Representation of Blacks and Males Participating in Florida's Special Education Programs. ProQuest LLC, Ph.D. Dissertation, Florida Atlantic University. The Individuals with Disabilities Education Act (IDEA) of 1975 has made a profound impact on millions of children with disabilities who now enjoy their right to a free appropriate public education (FAPE). It is the goal of national policy, endorsed by Congress, to ensure equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities. With the enactment of IDEA, it ensures that all children, who participate in special education programs, have equal access to education. However, since IDEA's inception, a disproportionate number of African Americans children have been placed, or rather, misplaced in special education programs. African American students are three times more likely than Whites to be placed into categories as needing services in special education programs, making them subject to less demanding schoolwork, to more restrictive classrooms, and to isolation from their peers. For the purpose of this study,… [Direct]

Endo, Russell, Ed.; Park, Clara C., Ed.; Rong, Xue Lan, Ed. (2009). New Perspectives on Asian American Parents, Students and Teacher Recruitment. Research on the Education of Asian Pacific Americans. IAP – Information Age Publishing, Inc. This research anthology is the fifth volume in a series sponsored by the Special Interest Group-Research on the Education of Asian and Pacific Americans (SIG-REAPA) of the American Educational Research Association and National Association for Asian and Pacific American Education. This series explores and examines the patterns of Asian parents' involvement in the education of their children, as well as the direct and indirect effects on children's academic achievement; Asian American children's literacy development and learning strategies; Asian American teachers' motivation to enter teaching profession, and strategies to recruit and retain them; the \model minority stereotype\ of Asian American students and their socio-emotional development; campus climate and perceived racism toward Asian American college students, etc. This series blends the work of well established Asian American scholars with the voices of emerging researchers and examines in close detail important issues in… [Direct]

Aviles de Bradley, Ann Marie (2009). Educational Rights of Homeless Youth: Exploring Racial Dimensions of Homeless Educational Policy. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. Research that addresses educational rights of unaccompanied homeless youth in grades 9-12 is limited. The McKinney-Vento Act was created to address the many needs of homeless individuals, including children and youth's right to an education. McKinney-Vento was created over twenty-years ago, and this research sought to examine the implementation of this legislation through the experiences of those most affected, homeless students. Further, discussions of homeless educational policy tend to focus on issues of class. This research illuminated racial dimensions of homelessness that often intersect with class. These dynamics were examined through a qualitative approach by conducting: interviews with homeless students, homeless liaisons, and homeless advocates; conducting document analysis of homeless educational policy; and field observations of two Chicago Public High schools enrolling 50 or more homeless students. The theoretical frameworks of Critical Race Theory and Structural Racism… [Direct]

Mabbutt, Richard (1991). Reducing Bias: Research Notes on Racism in America. This paper highlights recent developments in research on racism in the United States, and notes several conceptual issues of significance for the long-range planning work of those interested in reducing racism in America and particularly in Idaho. Growth in the number of minority researchers has resulted in increased attention toward racism as it affects other minority groups, and has led to the development of new theories or reinterpretations and to the greater sophistication of both theoretical development and empirical investigations. In addition, there is greater diversity to the definition of the word "racism". Some "constellations" of findings of recent empirical research on prejudice and discrimination include results on how prejudice is learned, class prejudice, racism and self-esteem, the impact of contact among diverse groups, additive multiculturalism, the nature of social experiences, and the role of schools. In addressing each of these subjects, the… [PDF]

Leon, David Jess (1979). Institutional Racism and the Educational Opportunity Program: A Study of Organizational Change and Strategies for Reform. Various organizational modes for implementing desegregation in higher education are examined with specific reference to the effects of programs at the University of Washington, the University of California at Santa Barbara, and the University of California at Berkeley. Each school established Equal Opportunity Programs (EOP) that differ structurally and operationally. The University of Washington program illustrates a self-determination model, a unified, self-contained, and relatively autonomous office. A partial-determination model was used by UC Santa Barbara where EOP operates under a somewhat decentralized system. EOP at the UC Berkeley follows an integration model where all EOP clients use regular student services for advice and assistance. The extent to which each of these models may lend itself to or embody institutional racism is examined. It is suggested that wherever racial disparities exist in an institution, institutional racism exists. Enrollment figures, relative… [PDF]

Barbarin, Oscar A. (1981). Community Competence: An Individual Systems Model of Institutional Racism. Analysis of racism has shifted in focus over the years from concentration on individual/interpersonal processes to considerations of organizational variables that maintain racist outcomes. The concept of organizational or institutional racism refers to processes, behaviors, policies, or procedures that covertly sanction unequal access to goods and services and produce negative outcomes for nonwhites (as compared to outcomes for whites). Institutional racism may be analyzed within a framework that identifies competent communities as those that provide informal support systems for members, are highly cohesive, and encourage diversity. Under the community competence model, institutional racism is defined as the differential provision of employment, housing, education, health/mental health serivces, and other social services to minority versus nonminority members. This model suggests that promoting community competence depends on interaction between individual and system factors…

Hill, Dave (2009). Race and Class in Britain: A Critique of the Statistical Basis for Critical Race Theory in Britain: And Some Political Implications. Journal for Critical Education Policy Studies, v7 n2 p1-40 Nov. In this paper, the author critiques what he analyses as the misuse of statistics in arguments put forward by some Critical Race Theorists in Britain showing that "Race" "trumps" Class in terms of underachievement at 16+ exams in England and Wales. At a theoretical level, using Marxist work the author argues for a notion of "raced" and gendered class, in which some minority ethnic groups are racialised or xeno-racialised and suffer a "race penalty" in, for example, teacher labelling and expectation, treatment by agencies of the state, such as the police, housing, judiciary, health services and in employment. The author critiques some CRT treatment of social class analysis and underachievement as unduly dismissive and extraordinarily subdued. He offers a Marxist critique of Critical Race Theory from statistical and theoretical perspectives, showing that it is not "whiteness," a key claim of CRT, that most privileges or underprivileges… [PDF]

Clayton, Marian S. (1979). Meet Joan Yvonne Polite. Today's Education, v68 n4 p30-33 Nov-Dec. A successful and effective Black teacher discusses racism, teacher training, professional standards, and the role of parents in education. (LH)…

Jackson, Liz (2008). Reconsidering Affirmative Action in Education as a Good for the Disadvantaged. Journal for Critical Education Policy Studies, v6 n1 May. Affirmative action in higher education remains a controversial topic in the US today, as it is tied in directly with citizens' varying conceptions of the larger society, and the importance of racial and other differences (in particular, socioeconomic class) in individual experiences and outcomes. This essay examines different arguments for and against race-based affirmative action in higher education, continually circling in on the question of in whose interests arguments for affirmative action are successfully being made. After reviewing philosophical underpinnings for affirmative action as a means to increase equality and social justice for blacks in US society, the author contrasts these approaches with the diversity argument sanctioned by the US Supreme Court in its recent decision in Grutter vs. Bollinger, arguing that unlike the former, this latter case defends affirmative action primarily on behalf of the political-economic majority in US society. Critically considering the… [Direct]

(1996). Racism. IDRA Focus. IDRA Newsletter, v23 n2 Feb. This theme issue includes four articles on racism in colleges and public schools and on strategies to build ethnic and racial tolerance. \Affirmative Action: Not a Thing of the Past\ (Linda Cantu) reviews the history of affirmative action and its positive effects on Hispanic and Black enrollment in higher education, discusses current efforts to dismantle affirmative action, and counters claims of reverse discrimination against White males. \Everything Old Seems New Again…Or Is It? Recognizing Aversive Racism\ (Bradley Scott) discusses \aversive racism\ (unconscious racial bias in persons espousing egalitarian values), provides examples of aversive racism in public schools, suggests ways that schools can preserve ethnic identity in the context of racial integration, and lists strategies that school administrators can use to prevent racism. \Celebrating Cultural Differences: Integrating the Language and Cultural of Staff and Students in Campus Life\ (Aurelio M. Montemayor) describes… [PDF]

(2003). Race and Its Continuing Significance on Our Campuses: An Interview with Dr. Joe R. Feagin. Black Issues in Higher Education, v19 n24 p24-27 Jan. A noted scholar on racism and sexism shares his views about the state of race relations, particularly in higher education. (EV)…

Abuateya, H.; Atkin, K.; Culley, L. A.; Dyson, S. E.; Dyson, S. M.; Rowley, D. T. (2008). Local Authorities and the Education of Young People with Sickle Cell Disorders in England. International Studies in Sociology of Education, v18 n1 p47-60 Mar. The successful inclusion of minority ethnic pupils with sickle cell disorders (SCD) raises a number of challenges for educational systems. In England, local education authorities were important drivers for innovative responses to complex needs and the former Inner London Education Authority produced guidance in 1989 on SCD in schools. Local education authorities, however, have been superseded by centralised curricula on the one hand and by local management of schools on the other. We know little about the impact of these changes on managing chronic conditions such as SCD. A survey was conducted with 107 local authorities in England to assess responses to needs of pupils with SCD. The majority of authorities did not know the numbers of children with SCD under their jurisdiction, even though most agreed with government guidance that all such children should have individual healthcare plans. Only two had policies on SCD and most authorities referred to generic guidance on pupils with… [Direct]

Bisschoff, Tom; du Plessis, Pierre (2007). Diversity and Complexity in the Classroom: Valuing Racial and Cultural Diversity. Educational Research and Reviews, v2 n9 p245-254 Sep. From a diversity perspective, all students should receive an education that continuously affirms human diversity–one that embraces the history and culture of all racial groups and that teaches people of colour to take change of their own destinies. With regards to teaching, a diversity perspective assumes that teachers will hold high expectations for all students and that they will challenge these students who are trapped in the cycle of poverty and despair to rise above it. Individual teachers in individual classrooms play an important role in providing equity of opportunity to learn and in ameliorating racism, but more comprehensive conceptions of diversity education capture the school's crucial role as well. This article wants to address diversity in the classroom and how racial and cultural diversity are valued and what can be done to improve it…. [PDF]

Vavrus, Michael (2002). Transforming the Multicultural Education of Teachers: Theory, Research, and Practice. Multicultural Education Series. This book recognizes the important role teacher education programs can play in providing culturally responsive teachers for 21st century public school classrooms. It provides a range of transformative perspectives on the multicultural education of teachers, emphasizing race, racism, anti-racism, and democracy . The book includes structural suggestions for including transformative multicultural education in higher education and K-12 inservice programs; a multicultural critique of new NCATE accreditation standards for teacher education programs that offers reconceptualized assessment procedures; the historical roots of transformative multicultural education that incorporates issues of white privilege and racialized color blindness, anti-racist pedagogy, racial identity among teachers, and critical race theory; and a discussion of globalization that emphasizes its contemporary economic effects on social and educational inequities. Eight chapters are: (1) "Multicultural Teacher…

Derman-Sparks, Louise; Phillips, Carol Brunson (1997). Teaching/Learning Anti-Racism: A Developmental Approach. Drawing on experience teaching a college course, this book explains the process that evolves as teachers and students grapple with learning about racism and becoming antiracist. Racism is defined as an institutionalized system of economic, political, social, and procedural relations that ensures that one racial group has and maintains power and privilege over all others. Individuals participate in racism when an objective outcome of behavior reinforces these relations, regardless of their intention. Consequently, an individual may act in a racist manner unintentionally. Antiracism education is the beginning of a new approach to thinking, feeling, and acting. Part I of this book describes the conceptual framework for antiracism and the premises underlying the researchers' pedagogy. Part II describes the course \Racism and Human Development,\ and details how each class session contributes to the progression of students' growth. Each chapter in this section focuses on a major…

Ebie, Gwyn Anne (2009). Latinas and Latinos Describe Their Pre-Collegiate Experiences: What Helped and Hindered Their Postsecondary Journey. ProQuest LLC, Ph.D. Dissertation, Colorado State University. The purpose of this case study was to better understand how Latina and Latino students experience their pre-collegiate program and learn whether or not they feel their experience has impacted or will impact their decision to continue their postsecondary pursuit. This case study focused on a single, specific pre-collegiate program. I used the phenomenology approach to explore how pre-collegiate program's social and cultural contributions impact a student's willingness, interest, and ability to pursue postsecondary education. Interviews of students participating in a pre-collegiate program and their families were the primary source of data. Using a Critical Race Theory and Latina/Latino Critical Theory lenses, I examined the social and cultural experiences pre-collegiate Latina/o students encountered in their journey to postsecondary institutions. This research documents that Latina/o students are systematically and consistently excluded from access to the dominant high school… [Direct]

Brandt, Godfrey L. (1986). The Realization of Anti-Racist Teaching. In order to dismantle racism through development of new curricula and positive pedagogic practices, education professionals must be informed about the history, structure, and culture of racism. An examination of the nature of schooling demonstrates that the education system is a crucial component of a racist state, by propounding a racist pedagogy. A wide range of practices in pursuit of diverse goals is considered for the development of the pedagogy of anti-racism. New materials need to be developed, and the ones currently in use need to be examined. Curricula and examinations must be altered to help consolidate anti-racist change. Teachers need the space and stimulation that in-service training provides in order to develop anti-racist teaching. There is an urgent need for research into classroom processes in relation to anti-racist aims and objectives, and for more curriculum development projects that engage the community. Tables, figures, and a map illustrate the data. A…

Blum, Lawrence A. (1992). Antiracism, Multiculturalism, and Interracial Community: Three Educational Values for a Multicultural Society. Distinguished Lecture Series, 1991-1992. At least four values, or families of values, should be taught in schools and families to respond to the increasingly multiracial and multicultural society of the United States. These are: (1) antiracism or opposition to racism; (2) multiculturalism; (3) a sense of community; and (4) treating persons as individuals. The first three categories are discussed in relation to education, focusing on education at the precollege level. Three components of antiracism include a belief in the equal worth of all persons regardless of race; an understanding of racism; and opposition, including intervention, to racism in others. Multiculturalism encompasses the subvalues of affirming one's own cultural identity, respecting and desiring to learn about and from other cultures, and valuing and delighting in cultural diversity itself. A sense of community suggests a sense that embraces racial and cultural differences, that involves a bond with others and a shared identity with the community. These… [PDF]

Ringrose, Jessica (2007). Rethinking White Resistance: Exploring the Discursive Practices and Psychical Negotiations of "Whiteness" in Feminist, Anti-Racist Education. Race, Ethnicity and Education, v10 n3 p323-344 Sep. This article explores how under-theorized representations of whiteness in pedagogical literatures have informed simplistic ideas about white resistance among students. It is argued that the performance and practice of discourses of whiteness in pedagogical contexts, and the subjective, psychical and emotional complexities of engaging with discourses of whiteness, have been neglected in pedagogical research, diminishing the potential for understanding processes of subjective and social change through anti-racist education. Analyzing observational findings from an ethnographic study of a course focused on issues of "women's diversity" in a Canadian Women's Studies programme, the author explores how discourses of whiteness play out in the context of a feminist classroom in ways that contributed to a predominance of individualizing discourses of racism. She draws on psychoanalysis to analyze the highly defensive dynamics enacted among students, examining projective practices… [Direct]

Johnson, Howard (1975). The Educational System as a Reinforcer of Institutionalized Racism. The educational complex is seen to act as a subsystem of the overall societal system whose main function is said to lie in the socialization of individuals for membership in the larger society. The socialization process, including mastery of norms, beliefs, attitudes, and behavioral patterns of the society, are seen to be permeated with institutionalized racism. As a vehicle of the socialization process, the educational system is considered to incorporate racist norms, standards, behavioral patterns, morals, and sense of social position in such a manner that the socializee is unaware of his absorption of a curriculum that is fundamentally racist. While American institutions contribute to institutionalized racism, the focus on the educational system has particular relevance since minority groups, ethnic minorities, and poverty groups attach high significance to education, particularly as the road to upward mobility. The major conclusion formulated from the evidence presented is that… [PDF]

Liegeois, Jean-Pierre (2007). Roma Education and Public Policy: A European Perspective. European Education, v39 n1 p11-31 Spr. The trajectory of the Roma is illuminating for understanding the social situation of other minorities, but also for a set of issues concerning the multiculturalism present within states. In this article, the author discusses the context of Roma education–marked by the stateless and marginalized status of the Roma–and provides a brief history of Council of Europe and European Union efforts to improve the plight of Roma children through schooling, focusing on changes that have occurred at the institutional, administrative, and practical levels. While the actions taken thus far have been excellent and necessary, he concludes that they are far from sufficient, as the situation of Roma communities remains difficult and even dire. In particular, Europe is witnessing a resurgence of attitudes and behaviors driven by rejection, violence, and racism, which holds back the implementation of projects promoting an intercultural spirit of education. He recommends rigorous methods of assessment… [Direct]

Wong, Penelope (2007). Six Multicultural Service-Learning Lessons I Learned in the Wake of Hurricane Katrina. Multicultural Education, v15 n2 p52-54 Win. As a teacher educator who regularly teaches a multicultural education course, the author has often employed service-learning as a pedagogical strategy in assisting preservice teachers to understand better the various multicultural topics they discuss, such as racism, heterosexism, and sexism that impact their schools. Therefore, when she was presented an opportunity through a major U.S. disaster relief agency to serve at a shelter housing Hurricane Katrina evacuees, she jumped at it. She knew that this would be a challenging service experience, challenging her in different ways from the kinds of service (tutoring, working at a homeless shelter, and the like) in which she usually engages. In this article, the author shares six multicultural service-learning lessons she learned as a volunteer…. [PDF] [Direct]

Bidell, Thomas R.; And Others (1994). Developing Conceptions of Racism among Young White Adults in the Context of Cultural Diversity Coursework. An exploratory study was conducted to evaluate a model that predicts a five-step developmental sequence from dualistic to systematic conceptions of racism among young white adults. The model predicts developmental changes for white middle-class young adults within the context of a college cultural-diversity course. The following steps in understanding are predicted: (1) individual prejudice; (2) individual prejudice conflicted; (3) recognition of a multiplicity of inequalities; (4) coordination of a partial system of inequality; and (5) understanding of social and systemic racism. Subjects were 55 white college students (45 female and 10 male) in a cultural-diversity course required of education majors. The majority did respond at step 1 at the beginning of the course and saw racism as simply a matter of individual prejudice. None of the students reached a step-5 conceptualization, but the average student did gain one step, and more than a quarter made two- or three-step gains. The… [PDF]

Schniedewind, Nancy (2005). "There Ain't No White People Here!": The Transforming Impact of Teachers' Racial Consciousness on Students and Schools. Equity & Excellence in Education, v38 n4 p280-289 Nov. This article examines the impact of racial consciousness on the practice of a group of five exemplary teachers, participants in a long-term professional development program in diversity education. The article draws from transcripts of group discussions in which teachers reflect on the development of their consciousness of race, racism, and whiteness and implications for their work. Teachers provide telling narratives, reflecting common themes that emerged in the data analysis that exemplify their consciousness in practice. They describe supporting students of color, educating about stereotyping, addressing white privilege, and challenging institutional racism. The article points to the value of long-term professional development for fostering critical multicultural education in schools…. [Direct]

Garcia, Michelle (2009). Take the Initiative. Teaching Tolerance, n36 p34-36 Fall. There's a lot wrong with the diversity training that goes on in the nation's schools. There are programs that offer shortcuts for communication across racial and ethnic lines, too often drawing on stereotypes rather than challenging them. There are dialogue programs that usher in difficult conversations about racism, prejudice and bias, sometimes opening wounds and creating tensions that leave participants asking, \How did \that\ help?\ And then there are \feel-good-about-diversity\ programs that seem wholly disconnected from the practice and realities of teaching. Lackluster diversity programs aren't limited to in-services, either. A May 2007 survey by Public Agenda found that most new teachers (76 percent) said teaching an ethnically diverse student body was covered in their pre-service training, but less than half said this training helped them \a lot\ when they got into actual classrooms. But \something\ has to be done, right? The nation's education system has an undeniable… [Direct]

Malan, D. Johann (1994). Appropriate Selection Procedures for a Multicultural Tertiary Institution. Multicultural Teaching, v12 n3 p35-41 Sum. If entrance to tertiary education in South Africa is restricted to successful school final-examination scores, blacks may be underrepresented for many years. Difficulties in ridding South African education of racism and alternative strategies for conditional enrollment in higher education are discussed. (SLD)…

Wallace, Joan (1975). The Black Family as Educator. The black family is the primary socializing agent of the black child and, thus, the primary educator. The culture of blacks in America, in which the child is steeped, is unique, complex and rich-the result of a convergence and fusion of African, American, and European influences. In its education of the black child, the black family must deal, from beginning to end, with questions of racism and with questions deriving from racism. Today, most questions involving race in the raising of children still fall into the two main categories of how to deal with overt and covert racist expressions, and the resolution of questions of racial identity. Prime among the special problems facing the black family is the need to raise its children bi-culturally. The black child's bicultural experience is one of the ramifications of racism, and it is pivotal in his struggle for racial identity. Also central to the child's bicultural experience is language. The challenge to the black family, as… [PDF]

Pittinsky, Todd L. (2009). Allophilia: Moving beyond Tolerance in the Classroom. Childhood Education, v85 n4 p212 Sum. Allophilia refers to an individual's feelings of affection, engagement, kinship, comfort, and enthusiasm toward members of a group seen as \different\ and \other\ (Pittinsky, Rosenthal, & Montoya, 2009b). The term allophilia is derived from the ancient Greek words for \liking\ or \love\ and the \other\. The concept of allophilia mitigates the longtime imbalance in the theory and discussion of diversity and difference. The education industry isn't always very helpful to teachers facing the challenge of dealing with diversity in positive ways. The bias toward reducing the negative rather than promoting the positive spills over into the materials and resources available to teachers. Many teaching resources adopt the view that the goal is to bring about \the end of racism, sexism, and other forms of prejudice and discrimination\ (Bennett, 2001, p. 173), rather than to initiate something really positive. Such leading organizations as the Anti-Defamation League, the Southern Poverty Law…

Yu, Tianlong (2006). Challenging the Politics of the "Model Minority" Stereotype: A Case for Educational Equality. Equity & Excellence in Education, v39 n4 p325-333 Nov. This article examines the political rationale of the "model minority" stereotype about Asian Americans and its ramifications on education. Created by white elites in the 1960s as a device of political control, the model minority stereotype continues to serve the larger conservative restoration in American society today. By over-emphasizing Asian American success and misrepresenting it as proof of the perceived equal opportunity in American society, proponents of the stereotype downplay racism and other structural problems Asians and other minority groups continue to suffer. The theory that Asians succeed by merit (strong family, hard work, and high regard for education) is used by power elites to silence the protesting voices of racial minorities and even disadvantaged Whites and to maintain the status quo in race and power relations. In education, the model minority thesis has always supported conservative agendas in school reform. Now it goes hand in hand with the… [Direct]

Walker, Melanie (2005). Rainbow Nation or New Racism? Theorizing Race and Identity Formation in South African Higher Education. Race, Ethnicity and Education, v8 n2 p129-146 Jul. This paper explores both the personal narratives of a group of black and white undergraduate students and the institutional discourse at one historically white and Afrikaans medium university now undergoing its own transformation in post-apartheid South Africa. It considers how students talk about their actual experiences and the micro-realties of their personal biographies, what this reveals about how they construct and reconstruct race and identity, and how discourses of race and racialized identities are being reproduced or transformed under new historical and institutional conditions of possibility. The focus is twofold: on the one hand on the contradictions of institutional discourse which both formally admits black students but may subtly work to exclude them as well; and on the other on the friendships that students develop as just one exemplar of how race works itself out biographically and personally. The particular issue is to understand institutional and individual… [Direct]

Parker, Laurence; Stovall, David O. (2004). Actions Following Words: Critical Race Theory Connects to Critical Pedagogy. Educational Philosophy and Theory, v36 n2 p167-182 Apr. In this essay the authors discuss some of the ways that critical race theory (CRT) could be linked to critical pedagogy in order to provide a more comprehensive analytical framework to analyze the role of race-class dynamics. This approach will attempt to address some of the gaps and silences that critical pedagogy has had regarding critical theoretical positions on race and racism and the operation of white supremacy in education. However, the authors also point out some of the problems and raise more issues of concern related to critical pedagogy and race in educational research and practice. They connect the tenets of CRT to the current color-blind ideology and discourse in education regarding race studies. They highlight some of the limitations of critical pedagogy regarding the permanence of racism, and how CRT perspectives have been utilized to analyze the racism, coupled with social class bias, sexism, etc., that still exists in education. They present an argument for why… [Direct]

Adams, Samuel; De Mott, John (1984). Journalism Instruction Concerning Racism and Related Knowledge: Some Perspectives Held by Administrators. Journal of Negro Education, v53 n1 p50-58 Win. Surveyed administrators of schools of journalism regarding their institutions' programs in the areas of affirmative action, multicultural education, and courses on minorities, racism, and racial issues in American society. (GC)…

Adams, Samuel; De Mott, John (1984). Journalism Instruction Concerning Racism and Related Knowledge: Some Perspectives Held by Administrators. Journal of Negro Education, v53 n1 p50-58 Win. Surveyed administrators of schools of journalism regarding their institutions' programs in the areas of affirmative action, multicultural education, and courses on minorities, racism, and racial issues in American society. (GC)…

Huddy, Leonie; Sears, David O. (1987). Bilingual Education: Symbolic Meaning and Support among Non-Hispanics. A study of non-Hispanic attitudes about bilingual education had two goals: (1) to apply symbolic politics theory to bilingual education and (2) to test the theory's assumption that the symbolic meaning of an attitude object determines which symbolic predisposition it evokes. A national sample of 1,170 non-Hispanics were surveyed via telephone interview about two versions of bilingual education: cultural maintenance and English-as-a-second-language (ESL). There were five main findings: (1) symbolic meaning influenced support for bilingual education, with cultural maintenance drawing the least support; (2) personal experience and self-interest (potential impact on one's children, personal experience with bilingualism, and living in substantially Hispanic areas) had little effect on support; (3) symbolic predispositions had substantial effects on support, particularly symbolic racism, as did attitudes about foreign language instruction and government spending in general; (4) symbolic… [PDF]

Foolchand, M. K. (1995). Promoting Racial Equality in the Nursing Curriculum. Nurse Education Today, v15 n2 p101-05 Apr. Equality in nursing education and the profession can be promoted in the following ways: a working policy on racism and equal opportunities; curriculum content that explores stereotypes, values, attitudes, and prejudices; and multicultural health research, education, and promotion. (SK)…

Bolovan, Sorina Paula (2009). Opportunities of the Intercultural Education in Teaching-Learning History. Acta Didactica Napocensia, v2 suppl 1 p35-42. No one disputes today the fact that, for centuries, the diversity of traditions and cultures has been one of the major assets of both Europe and Romania, and that during the past decades the principle of tolerance has become the guarantee of a European open society aware of the importance of its cultural diversity. In this 21st century, in Romania and elsewhere, we need to shift the focus of tolerance from the social and political realm towards the field of human relations, because in the 21st century the concept of tolerance seems to be insufficient and limited. Thus, we need to move from a tolerant co-existence to an active collaboration (the most significant mutation should involve the replacement of "I tolerate" by "I respect"). First and foremost, this requires a knowledge of the past, and only then concrete practical and pragmatic actions. Of course, under these circumstances the education of both young people and adults plays a crucial role, as the majority… [PDF]

Lightfoot, Jonathan D. (2006). Separate Is Inherently Unequal: Rethinking Commonly Held Wisdom. International Electronic Journal for Leadership in Learning, v10 n23. Modern educational reform owes much to the legal team and educational leaders who fought to make equal educational opportunity a reality for Black students in the United States of America. Their efforts helped to dismantle American apartheid; a.k.a. Jim Crow, a system of allocating human and civil rights according to assigned or assumed "racial" classifications. The 1954 Supreme Court concluded that the doctrine of "separate but equal", initiated in 1896 under Plessy, has no place in public education and separate educational facilities are inherently unequal. Since the 1954 decision of "Brown v. Board of Education Topeka", Kansas "separate is inherently unequal" has been the mantra used by advocates of desegregated schools. The purpose of this research is to question commonly held wisdom promoting the idea that if things are separate, they must be unequal. Integration, it follows, is then sought as the solution to the problem of inequality. I… [Direct]

Stevens, Peter A. J. (2007). Researching Race/Ethnicity and Educational Inequality in English Secondary Schools: A Critical Review of the Research Literature between 1980 and 2005. Review of Educational Research, v77 n2 p147-185. This article describes and critically analyzes how sociologists in England have studied racial/ethnic inequalities in secondary education between 1980 and 2005. This study is different from earlier literature reviews conducted in this particular area in that it adopts a more systematic approach and includes the most recent studies in this field. Five major research traditions are identified: those of political arithmetic, racism and racial discrimination in school, school effectiveness and school inclusion, culture and educational outcomes, and educational markets and educational outcomes. These research traditions are critically examined in terms of their research questions, methods, outcomes, and related debates. The development of particular research traditions is explained by pointing to more general developments in terms of social policy and intellectual climate in England. A final section offers a discussion of how sociologists of education could improve future research on… [Direct]

Akom, A. A. (2007). Cities as Battlefields: Understanding How the Nation of Islam Impacts on Civic Engagement, Environmental Racism, and Community Development in a Low Income Neighborhood. International Journal of Qualitative Studies in Education (QSE), v20 n6 p711-730 Nov. This article challenges social (dis)organization theory by investigating the impact of religious culture on civic engagement. Using qualitative data from 'Bridge View,' a historically African-American neighborhood in San Francisco experiencing environmental racism, this article asks: (1) How does the Nation of Islam (NOI) affect social organization in a low-income community? And (2) How does the metropolitan distribution of wealth, opportunity, and resources play out in urban space? The findings suggest that the NOI has often had to replace important public institutions responsible for providing social services in low-income communities – police protection, community welfare, and education. These findings suggest that we need to rethink the relationship between race, culture, structure, and political mobilization and incorporate a more fluid conceptualization of culture into social (dis) organization theory…. [Direct]

Franco, Beatriz; Ray, Douglas (1986). Human Rights in Education: Recently Published Canadian Sources and an Index. Canadian Journal of Education, v11 n3 p364-82 Sum. Bibliographies of 180 recent studies of Canadian themes or by Canadian authors on human rights in Canadian education are alphabetically listed. The studies are also indexed by the following topics: children's rights; education; ethnicity; financial; language; migration; multiculturalism; racism; sexism; special education; and theory. (SLD)…

de Plevitz, Loretta (2006). Special Schooling for Indigenous Students: A New Form of Racial Discrimination?. Australian Journal of Indigenous Education, v35 p44-53. Recent reports on Indigenous education have revealed that high proportions of students have been placed in special classes for intellectual disability or behaviour disorders. This is not an isolated phenomenon. Indigenous students in Canada and Romani children in Europe are also disproportionately represented in special schooling. This paper asks whether systemic racism, which fails to perceive cultural differences between the ethos of Australian educational systems and the experiences and abilities of Indigenous students, is the catalyst for placing many Indigenous students in special schooling, away from the mainstream. The paper applies an analysis based on anti-discrimination law to argue that while allocation on the basis of intellectual disability or behaviour disorders may not be deliberate racism, the criteria developed for the allocation may be measuring conformity to the dominant culture. If the policies underlying this segregation are unreasonable in the circumstances,… [Direct]

Prins, Esther (2007). Interdistrict Transfers, Latino/White School Segregation, and Institutional Racism in a Small California Town. Journal of Latinos and Education, v6 n4 p285-308 Sep. This article examines how the interdistrict transfer of White students from a majority-Latino school to a majority-White school increased school segregation in a small California town. The article argues that White parents' decisions to transfer their children, coupled with the sending school district's decision to allow the transfers, constituted institutional racism, as these practices further segregated Latino/a students in a high-poverty school. Qualitative data reveal that many of the transfer families were prejudiced toward Latino/a children and families, and ethnographic data show how local race relations, historical events, and the relationship between the school and the district contributed to segregation. (Contains 5 footnotes and 4 tables.) … [Direct]

Sadler, Joanne (2007). Early Childhood Education: The Promise, the Challenges. Forum on Public Policy Online, v2007 n2 Spr. The benefits of high quality early childhood programs have been documented. Good programs engage students in developmentally appropriate practices that include pre-literacy, pre-numeracy activities, language, social and physical development in these preschool programs. Studies have shown that literacy skills such as letter-name recognition, phonological and print awareness affect the reading achievement of children. However, in the rush to provide these skills, preschool programs cannot overlook the important role that culture plays. There is an important place for multicultural education and even an anti-bias curriculum. Several reasons are given for multicultural education from the need to confront the harmful effects of racism, as well as the need to address the poor academic performance of the growing number of children from ethnic groups of color who are entering schools. This paper will outline some of the benefits of pre-school programs and address some of the issues… [PDF]

Williams, Jacqueline A.; Williamson, Kay M. (1990). Promoting Equity Awareness in the Preparation of Physical Education Students. Teaching Education, v3 n1 p117-23 Sum-Fall. This article outlines the goals, rationale, content, and strategies of "Equity Awareness," a course within the professional preparation program for physical education students at the University of Massachusetts. Topics include stereotyping, racism, homophobia, motor elitism, and sexism in physical education. (IAH)…

Carrington, Bruce; Short, Geoffrey (1996). Anti-racist Education, Multiculturalism and the New Racism. Educational Review, v48 n1 p65-77 Feb. Ethnographic data on the development of British culture and identity among 128 children ages 8-11 showed an incipient awareness of the new racism among the older children. Findings suggest that antiracist education and multicultural education should be taught in primary schools. (JOW)…

Coppedge, Walter R. (1970). From Book Learning to Aquarius. Library College Journal, 3, 4, 53-56, Fall '70. In education today, it is fundamentally important to require answers to the problems of our environment, of latent racism and patent violence, of poverty and war and indifference to one another. (Author/NH)…

Ballard, Allen B.; And Others (1994). \Best of Change\ Continued… Change, v26 n4 p38-47 Jul-Aug. Articles and excerpts on diversity in higher education, appearing in issues of the journal from 1969 through 1991, are reprinted here. Topics addressed include higher education's benign neglect of racism, black education, black faculty, ethnic studies (black, Asian American), American Indian students, women's education, and Hispanic American students in colleges and universities. (MSE)…

May, Stephen, Ed. (1999). Critical Multiculturalism: Rethinking Multicultural and Antiracist Education. This collection brings together the traditions of commitment to antiracist education and identity-based education. Selections from academic commentators on multicultural education link educational theory and practice in the discussion of culturally pluralist schooling. The collection contains the following chapters: (1) \Critical Multiculturalism and Cultural Difference: Avoiding Essentialism\ (Stephen May); (2) \Racism and Multicultural Education: Rethinking 'Race' and 'Whiteness' in Late Capitalism\ (Peter McLaren and Rodolfo Torres); (3) \Racism, 'Postmodernism' and Reflexive Multiculturalism\ (Ali Rattansi); (4) \Forging Partnerships for Multicultural Teacher Education\ (Christine Sleeter and Carmen Montecinos); (5) \Antiracist Education through Political Literacy: The Case of Canada\ (Kogila Moodley); (6) \Critical Antiracism in South Africa\ (Nazir Carrim and Crain Soudien); (7) \Children's Construction of Their National Identity: Implications for Critical Multiculturalism\…