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Diversity >> Race and Ethnicity

Articles
by Lorenzo Baber — 2015
Despite traditional notions of meritocracy, higher education has a long history of exclusionary practices. This chapter explores connections between such practices and racial ideology in the United States, including the recent concept of “post-racialism.”

by Tommy Curry — 2015
Critical race theory has emerged as a powerful critique of color-blind ideology but has failed to adequately explore the colonial history and neocolonial legacies within the claims for a Black citizenship. This article argues for an anticolonial analysis of citizenship based on Carter G. Woodson’s Appeal.

by Christopher Span — 2015
This chapter details how slavery, segregation, and racism impacted the educational experiences of African Americans from the colonial era to the present. It argues that America has yet to be a truly post-slavery and post-segregation society, let alone a post-racial society.

by Vanessa Seriki, Cory Brown & Kenneth Fasching-Varner — 2015
This chapter chronicles the experiences of three friends who journey from being students in teacher education to junior faculty in the field. Using critical race theory as an analytical tool, the three friends highlight the ways in which racism exists and is manifested in three different teacher education programs.

by Anthony Brown & Keffrelyn Brown — 2015
Drawing from the theories of racial formation theory and race marking, this chapter explores the durability of racial discourses in school curriculum over time in the United States. The authors’ inquiry focuses on racial discourses located in two sources of curricula knowledge: children’s literature and U.S. history textbooks.

by Janelle Scott — 2015
This chapter examines the charter school policy and planning network and how this network is helping to grow urban charter schools and related advocacy organizations across the United States.

by Rema Reynolds — 2015
In light of the current mainstream contention that the United States has entered a post-racial epoch with the election of the first African American president, this work posits that post-racial rhetoric obfuscates the continued racialized experiences of Black families regardless of class status.

by Adrienne Dixson — 2015
This chapter provides a critique of the post-racial discourse that emerged after the election of President Barack Obama as the first African American president of the United States. Using personal narrative, I extend this critique of the post-racial within the context of a multicultural education graduate program.

by Jamel Donnor — 2015
Using Howard Winant’s racial dualism theory, this chapter explains how race was discursively operationalized in the recent U.S. Supreme Court higher education antiracial diversity case Fisher v. University of Texas at Austin.

by Muhammad Khalifa & Felecia Briscoe — 2015
The purpose of this autoethnography was to examine how school district-level administrators respond to investigations and findings of racism in their districts. We examined administrators’ responses to our requests about their districts’ racialized disciplinary data, and their responses to our sharing of these findings. We describe four technical–rational practices through which school district administrators maintain blindness toward racial inequities and thereby allow racism to continue in their districts.

by Anthony Peguero & Jennifer Bondy — 2015
Perceptions of justice, fairness, and order can influence pro-social behavior, psychological well-being, healthy interpersonal relationships, and educational progress and success for students. It is also known that students’ perceptions of school justice can vary by race, ethnicity, and gender. What remains uncertain is how the fastest-growing segment of the United States, students in immigrant families, perceive the school justice, fairness, and order within their school. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine how students in immigrant families perceive justice, fairness, and order at their school. Findings do suggest that the students’ perceptions of justice, fairness, and order are indeed moderated by immigrant generation, race, ethnicity, and gender. The implications of the evident racial, ethnic, and gender, as well as generational, disparities in students’ perceptions of justice, fairness, and order in the United States school system are discussed more broadly.

by Thai-Huy Nguyen & Marybeth Gasman — 2015
This is a historical study of the formation and role of the Vietnamese student organizations at the University of California, Irvine from 1980 to 1990.

by Guadalupe Martinez & Regina Deil-Amen — 2015
This qualitative study explores the relevance of high school messages and curricular placement on the transition of Latino students into a university, particularly as they consider the meaning of the challenges they face in their first year of college.

by Meredith Richards & Kori Stroub — 2014
This study examines the effects of metropolitan school district fragmentation―the proliferation of public school districts within a metropolitan area―on the trajectory of racial/ethnic school segregation between 2002 and 2010.

by Elizabeth Minor — 2014
Teachers' perceptions of students' academic ability vary significantly by the race of the student. This study examines how students' test scores and teacher reports of students' social and behavioral skills explain black-white differences in teacher perceptions of students' academic ability. Using teacher fixed-effects models and the ECLS-K data from the fall and spring of kindergarten, this study finds that racial differences in teachers perceptions of students' academic ability are mostly explained by test scores, teacher reports of students' social and behavioral skills, and teachers' perceptions of academic ability from the beginning of the year. Behaving well at the beginning of the school year is especially important for teacher perceptions of black students' academic ability.

by Nicholas Bowman & Dafina-Lazarus Stewart — 2014
This article explores the extent to which students’ precollege exposure to racial/ethnic difference within schools, neighborhoods, and friendship groups predicts their complex racial attitudes upon entering college.

by Natalia Panina-Beard — 2014
This chapter presents an overview of Aboriginal education in Canada that focuses on linking the transgenerational effects of colonialism with current issues. Educational models, partnerships, and programs already exist that make an enormous impact on outcomes for children and youth in and from Aboriginal communities. Examples of six successful programs that were developed in partnership with Aboriginal communities and range from elementary school through post-secondary school are highlighted.

by Stephen Quaye — 2014
In this article, I examine the experiences of 22 postsecondary educators facilitating dialogues about racial issues in classroom settings. Findings reveal four main strategies participants employed: using group work and discussions, incorporating an integrated assortment of resources, inviting students to apply racial concepts to their lives, and having learners debrief following each dialogue session.

by Desirée Baolian Qin & Eun-Jin Han — 2014
Drawing on longitudinal interview data collected on 72 Chinese immigrant children and their parents, we examined how immigration reshapes parental involvement in mostly working-class Chinese immigrant families. Our findings include multiple challenges parents face after migration in school involvement, parental feelings of powerlessness, and children’s forced precocious independence.

by Sydney Freeman Jr. & Marybeth Gasman — 2014
This study captures the background characteristics of HBCU leaders in order to lay the groundwork for future studies on HBCU presidents. It also seeks to understand the role these leaders play in grooming and mentoring the next generation of HBCU leaders.

by Susana Muñoz, Michelle Espino & René Antrop-González — 2014
The authors draw from the historical aspects associated with the formation of Freedom Schools during the Civil Rights era and the concept of school as sanctuary to understand the pedagogical and philosophical underpinnings associated with the establishment of Freedom University. The findings demonstrate that Freedom University is a postsecondary space with characteristics resembling a sanctuary school by centering students’ experiences within the curriculum, using Civil Rights history to complicate contemporary anti-immigration sentiments, and enacting transformational resistance by both students and faculty. The authors suggest that, by creating sanctuaries of learning on a postsecondary level, students without documentation are afforded a space to continue their education for the sake of learning but not for a college degree.

by Alejandro Covarrubias & Daniel Liou — 2014
After decades of research that repudiates the thesis of Asian Americans as model minorities, the visibility of Asian Americans in higher education continues to reinforce essentialist paradigms about their presumed success. This article presents the most recent educational pipeline for Asian Americans while examining disparities in attainment across race, class, gender, citizenship, and earning power as a method to further policy discussions on education and civil rights.

by Arlo Kempf — 2014
This article examines the way Cuban teachers address racism in their professional practice, with a specific focus on teacher home visits to address issues of racism with parents and guardians. Using critical race theory and a reconsideration of the ecological systems theory, this article analyzes the relationship between Cuban teachers and the families of students they teach based on in-depth interviews and a survey of Cuban teachers.

by Ebony McGee — 2014
In this article the author explores the mathematics and life experiences of 13 Black elementary education pre-service college students, encompassing both their reflections as students of mathematics and as future mathematics teachers of most likely Black and Latino students. Their “voices” suggest that these Black pre-service students generated constructions that include considerations of race and racism as part of their shared African American experience in the United States; that is, a mathematics learning experience and future mathematics-based teaching ideologies structured, in part, by larger negative and unjust race relations existing in US culture, in spite of early at-home mathematics support.

by Hua-Yu Cherng, Kristin Turney & Grace Kao — 2014
We use the Education Longitudinal Study of 2002, a nationally representative sample of high school sophomores, to examine patterns of social engagement in friendships and extracurricular activities among racial/ethnic minorities and immigrant adolescents. Results show that racial/ethnic minority adolescents, as well as first- and second-generation adolescents, are less engaged in friendships than their third-generation White counterparts, and there is no clear pattern of advantage or disadvantage in extracurricular activity participation.

by Timothy Lensmire — 2014
This article examines the social production of racial identity for four White men and explores how their racial identities were dependent on relations with real and imagined racial others.

by Anjalé Welton — 2013
This article problematizes the concept of “diversity” by exploring how one racially mixed high school’s vision for diversity was mismatched with the reality of apparent inequities within the school. Students of color who transferred to the high school for better opportunities were ultimately resegregated to racially isolating structures. The study’s findings align with scholars who call for further critique of what it means to be truly diverse or integrated, and suggest current policies designed to achieve diverse schooling fail to chisel at mechanisms that inevitably sustain the inequitable racial and social order within schools.

by Lauri Johnson — 2013
This comparative paper analyzes the historical development of Black-focused education in Toronto and London from 1968 to 2008 as a response by Black parents and community activists to the historic underachievement of African Caribbean students (particularly males) in the public schools of both cities. I situate the development of Black-focused education in each city within the larger social, political, and national policy contexts, trace critical incidents that fueled the development of race-based school district policy, and explore how the “politics of place” has influenced the trajectory of Black-focused education in each city.

by Sarah Diem & Jeffrey Brooks — 2013
We conclude this special issue reflecting back on the history of desegregation and questioning how we move forward in trying to achieve racially integrated school settings. The epilogue includes a conversation with Dr. Michael A. Middleton, an expert in civil rights and employment discrimination and served as the lead counsel for plaintiffs in the St. Louis metropolitan school desegregation litigation. Dr. Middleton discusses the history, current status, and future of school desegregation.

by Lovey Walker & Moin Syed — 2013
This study used a developmental approach to investigate the relationship between academic and ethnic identities among ethnically diverse college students. The findings indicate that Students of Color perceive a greater connection between their academic and ethnic identities compared to White students, and that this difference can be partially explained by differences in ethnic identity.

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Resources
  • High School Dropout, Race-Ethnicity, and Social Background from the 1970s to the 1990s
    Between 1972 and 1998, data from the October Current Population Surveys show that dropout is lease among whites and greatest among Hispanics, and it has declined among whites and African-Americans since the late 1970s.
  • Journal of Latinos and Education
    The Journal of Latinos and Education provides a cross, multi and interdisciplinary forum for scholars and writers from diverse disciplines who share a common interest in the analysis, discussion, critique, and dissemination of educational issues that impact Latinos.
  • Center for Multicultural Education
    The Center for Multicultural Education at the University of Washington, Seattle WA, focuses on research projects and activities designed to improve practice related to equity issues, intergroup relations, and the achievement of students of color.
  • Latina High School Leaving: Some Practical Solutions
    An examination of how gender roles, families, schools, and friends influence Latinas in their education and career decisions, and steps schools and society can take to help these girls feel accepted.
  • Race Ethnicity and Education
    Race Ethnicity and Education published original and critical writing on the dynamics of race and ethnicity in education theory, practice, and policy. In particular, the journal welcomes research and analyses that deal with the interconnections between multiple axes of social differentiation and exclusion (including social class, sexuality, and disability).
  • Center for American Indian Research and Education
    The Center for American Indian Research and Education (CAIRE), located at the University of California at Berkeley, works to improve the status of Native people by promoting, developing, and evaluating culturally appropriate health, education, and social programs for American Indians and Alaska Natives nationally.
  • The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions - Chapter 1
  • American Educational Research Journal (AERJ)
    American Educational Research Journal (AERJ) has as its purpose to publish original empirical and theoretical studies and analyses in education.
  • Mid-Atlantic Equity Center
    The Mid-Atlantic Equity Center, part of the Mid-Atlantic Equity Consortium, Inc., is funded by the U.S. Department of Education under Title IV of the Civil Rights Act of 1964. It is one of ten federally-funded Equity Assistance Centers (formerly called "Desegregation Assistance Centers") across the country that provide technical assistance and training services to school districts. The Center specializes in three program areas: race, gender, and national origin equity.
  • The Dynamics Of Race in Higher Education: An Examination of the Evidence
    The purpose of this online full-text book is to examine the research base that can contribute to the current debates about the value, means of achieving, and consequences of racial diversity in colleges and universities.
  • Electronic Magazine of Multicultural Education
    EMME is an on-line magazine for scholars, practitioners and students of multicultural education. In order to reach the wide audience in the U. S. and the world we are committed to make this magazine available only in the electronic format and free of charge to the public.
  • Center for Research on Education, Diversity, & Excellence
    The purpose of CREDE's research is to identify and develop effective educational practices for linguistic and cultural minority students, such as those placed at risk by factors of race, poverty, and geographic location.
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