Section archive - Multiculturalism & Diversity
Page 9/24 235 items
The purpose of this study was to examine the schooling experiences of five Black college reentry mothers. This study also aimed to explicate the ways in which the participants theorize and make meaning of the complexities of their lives, particularly in regard to the intersections of race, college reentry, and motherhood. The findings reveal that the participants believed their college reentry served as counterpoint to the three stereotypes about Black mothers discussed in this article: the mammy, the matriarch, and the welfare mother/welfare queen.
Updated: Feb. 26, 2013
Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance
This research examine the association of family income with SAT performance. Results suggest the effects of family income on SAT scores are substantial, non-linear, and nearly twice as large for Black students.
Updated: Feb. 26, 2013
Attitudes to Diversity: A Cross-Cultural Study of Education Students in Spain, England and the United States
This study investigates how notions of human diversity and difference are understood by education students in Spain, England and the United States. The authors developed the Beliefs and Attitudes Toward Difference Scale (BATD). This instrument was constructed using nine dimensions of diversity thought to have significant implications for education: culture/ethnic origin, language, socioeconomic status/social class, religion, gender, sexual orientation, political ideology, disability and giftedness/special talents. The data suggest that attitudes toward people who differ include etic (universal), emic (cultural), and individual properties.
Updated: Nov. 20, 2012
Challenges in Teaching for Critical Multicultural Citizenship: Student Teaching in an Accountability-Driven Context
The purpose of this paper is to examine how three preservice teachers who supported the tenets of critical multicultural citizenship negotiated the constraints they encountered when trying to teach for this kind of citizenship in an urban school classroom. Participants in this study negotiated constraints, mostly contextual, by de-emphasizing teaching to the test, finding ways to sneak in critical and multicultural social studies knowledge and contemporary issues into the curriculum, and incorporating multiple perspectives as a way to increase critical inquiry while teaching the facts necessary for standardized tests.
Updated: Jun. 20, 2012
Getting Queer: Teacher Education, Gender Studies, and the Cross-Disciplinary Quest for Queer Pedagogies
In this autobiographical feminist narrative research, the author considers her queer academic life from the perspective of an “out” lesbian teacher education and queer studies teacher. This is the author's process of the search for queerness—in curriculum, pedagogy, teacher education classes.
Updated: May. 20, 2012
Through participant observation and interview, the researcher’s efforts must coincide with the students’ to engage in critical thinking about the problems and issues of interest as both the researcher and participants seek mutual humanization through understanding. Working from a 2006–2007 study of language, literacy, and difference in a multiethnic high school and youth community, the author provides examples fieldwork moves youth and him made together. The author looks to understand these moves as humanizing for both the participants and him as a researcher.
Updated: May. 16, 2012
In this article, the author focuses on African American undergraduates to illuminate the consequences of situated White academic beliefs, procedures, and traditions on social and academic life at predominantly white institutions (PWIs). The author proposes White institutional presence (WIP) as a framework that can enhance understanding of embedded ideologies of Whiteness and provide a meaningful guide for institutional reflection. The manifestation of WIP can be categorized into four intricately linked attributes: White ascendancy, monoculturalism, White blindness, and White estrangement.
Updated: Apr. 04, 2012
Assessing Neighborhood Racial Segregation and Macroeconomic Effects in the Education of African Americans
The triangulated approach of this review assesses (a) the association of a neighborhood’s racial segregation and low level of economic resources to less academic success, (b) whether certain neighborhood social processes lower children’s educational performance, and (c) if residential opportunity leads to improvements in educational performance after children leave impoverished and segregated neighborhoods for integrated and middle-class areas.
Updated: Mar. 14, 2012
Integrated, Marginal, and Resilient: Race, Class, and the Diverse Experiences of White First-Generation College Students
The goal of this study is to gain a better understanding of the experiences of persistent, first-generation students. The author conducted in-depth interviews with 28 white, first-generation, working-class students. The author found three patterns of adjustment among these students. First, slightly more than half of the students seemed well-integrated into campus life. Second, about a quarter of the students experienced persistent and debilitating feelings of marginality. Finally, another quarter overcame their feelings of marginality en route to becoming socially and academically engaged.
Updated: Mar. 12, 2012
This study examines the career motives of minority special-education teachers in the Bedouin Arab society of southern Israel. The results show that the teachers aspire to become agents of social change in three spheres.
Updated: Feb. 08, 2012