Search results for: Race
Page 3/6 55 items
The author explores how Black faculty mentors make meaning of their engagement with Black undergraduates at an elite US university, while also discussing impediments to establishing mutually beneficial relationships between faculty and undergraduates. The findings suggest that Black faculty at an elite research-intensive institution approached the role of mentor to Black undergraduates in different ways, according to faculty rank, age and gender. The author concludes that even under the constraints of the current system of promotion and tenure, deans and senior faculty can demonstrate the importance of mentoring undergraduate students.
Updated: May. 06, 2013
Each of the social sciences that contribute to the field of education has a history of racialized understandings that make their way to both our research and practice.
Updated: Mar. 24, 2013
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
Set in the context of a teacher education program, this study examined how three White pre-service teachers participate in book club discussions of children’s literature. The analysis illustrates that the participants held two questions, what constitutes racism and what makes a person a White ally, without firm resolution in the form and function of their talk. Their discourses illustrate that racial literacy involves what teachers say and also a willingness to stand in the space of indeterminacy, which may create space for new social positions.
Updated: Sep. 27, 2012
Parsing the Language of Racism and Relief: Effects of a Short-term Urban Field Placement on Teacher Candidates’ Perceptions of Culturally Diverse Classrooms
This three-year study explores the effects of one-week urban education program on non-urban teacher candidates. Findings reveal that the placement improves confidence in cross-cultural and general teaching abilities. Furthermore, short program yields big changes in views of urban youth, schools and teachers. Participants report professional, intellectual, social and emotional growth. Experience increases interest in urban schools for future employment.
Updated: Jul. 30, 2012
The current study examines the study-abroad experiences of pre-service teacher candidates at the Faculty of Education, York University, using transformative learning theory. Teacher candidates face disorienting experiences while studying abroad; students reported facing racial dynamics, “outsider” status, risk-taking behavior and power relations. This influences their ability to develop empathy for ethnically diverse students.
Updated: Jul. 30, 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
The current study explores novice, urban-trained teachers’ evaluations of their current schools. The participants were16 teachers from the same private, graduate-level university teacher education program (TEP) in the eastern United States. The findings reveal that these teachers prefer the behaviors, beliefs, and values that they perceive most resemble suburban-ness or middle-class-ness. This study demonstrates how these teachers’ ranking essentially reinforced the dominance of White, middle-class culture, revealing the hidden discourse of class and how the beliefs associated with class are often entangled with race.
Updated: Mar. 27, 2012
This paper considers how the PICS decisions impact notions of educational equity and self-determination for African Americans. The author recommends that despite the PICS decision, school administrators and policy makers continue to consider how race impacts school assignment to ensure that public schools are democratic institutions that are racially and educationally equitable.
Updated: Oct. 24, 2011