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21 – 30 of over 11000This chapter examines the importance of social justice courses from a majority student's perspective and outlines some of the difficulties in offering these courses. It discusses…
Abstract
This chapter examines the importance of social justice courses from a majority student's perspective and outlines some of the difficulties in offering these courses. It discusses the benefits of social justice courses for both minority and majority students and focuses on the challenges of understanding and acknowledging the impact of the types of privilege and power that majority individuals experience. The concept of intersectionality, the compounding of injustice for individuals who have multiple minority identities, is explored. Finally, a four-phase model is proposed that can be used to describe the journey that majority students experience as they begin to understand the impact of privilege both on a personal and societal level.
In this study, a teacher-researcher examined his students’ conceptions of Whiteness within U.S. history courses at an ethnically and economically diverse urban high school. Using…
Abstract
In this study, a teacher-researcher examined his students’ conceptions of Whiteness within U.S. history courses at an ethnically and economically diverse urban high school. Using critical race theory as the lens, this mixed method study found most students could explain the role of race in history. Students of color were more likely to express racism is common in the current day, while White students were more likely to express racism as uncommon. Whites were more likely to express racism as on a dramatic decline or the result of a few individuals. This study highlights the positive impact a race-conscious social studies classroom can have on all students. It also shows the many barriers teachers face in helping White students understand their roles in a system privileging them because of their skin color.
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Myrtle P. Bell, Dennis Marquardt and Daphne P. Berry
This paper aims to analyze the new multi-racial hierarchy in the USA. The authors propose that despite increasing diversity, a multi-racial hierarchy of privilege and disadvantage…
Abstract
Purpose
This paper aims to analyze the new multi-racial hierarchy in the USA. The authors propose that despite increasing diversity, a multi-racial hierarchy of privilege and disadvantage continues to exist. Due to the history of anti-Black discrimination and stereotyping in the USA, employers prefer native and immigrant non-Blacks to native and immigrant Blacks, and use non-Blacks to claim organizational diversity success.
Design/methodology/approach
The authors propose that a multi-racial hierarchy, ordered as Whites, Non-White Non-Blacks, and Collective Blacks now exists, and use history, relevant theory, existing research, and government data to support their ideas.
Findings
Evidence suggests that despite increased diversity, Whites remain most privileged, Blacks least privileged, and Asians and Hispanics tend to comprise the middle of the hierarchy. Even in organizations that are “diverse,” a multi-racial hierarchy results in different compensation, promotion, and layoff rates and differential treatment across groups.
Research limitations/implications
Diversity within and across different racial and ethnic groups should be investigated. Employers' apparent diversity success may obscure the continued dominance of Whites, disadvantage of Blacks, and a color-based multi-racial hierarchy.
Practical implications
Analyses of human resources data could help organizations identify and avoid discrimination and inequality even in “diverse” organizations.
Originality/value
This paper focuses on the meaning of a new multi-racial hierarchy in ways that have not been previously considered.
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Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy…
Abstract
Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.
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Samuel Jaye Tanner and Christina Berchini
The authors of this paper are both white English education scholars with antiracist agendas. This conceptual manuscript aims – in part – to better understand the backlash both of…
Abstract
Purpose
The authors of this paper are both white English education scholars with antiracist agendas. This conceptual manuscript aims – in part – to better understand the backlash both of them have faced in trying to contribute to antiracist teaching and research in English education.
Design/methodology/approach
This manuscript uses practices of narrative inquiry to tell and interpret stories about the authors’ work.
Findings
The authors hope to critique traditional notions of white resistance in favor of more careful theorizations of whiteness that can be helpful for teachers and scholars in English education and English Language Arts (ELA)with an interest in facilitation antiracist pedagogy.
Originality/value
Ultimately, with this work, the authors hope to provoke readers to consider how work with whiteness is processed by white people, especially in terms of teaching and learning in English education and ELA. They believe the field of English education should begin to discuss this issue.
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Myron T. Strong and Erma Lawson
This paper explores masculinity ideologies which influence family perspectives, and therefore, instigate mental distress among Black and White men between the ages of 18–30.
Abstract
Purpose
This paper explores masculinity ideologies which influence family perspectives, and therefore, instigate mental distress among Black and White men between the ages of 18–30.
Design
Using a grounded theory approach, 30 in-depth interviews were conducted to explore the social construction of masculinity and investigate the ways in which gender ideologies influence family gender roles.
Findings
Black men’s gender ideology was influenced by racial identity and stressed a communal and collaborative identity which can be seen by the reliance on religion and maintaining family financial stability. White employed a pragmatic, individual perspective that emphasized individual behavior in a changing society. They embraced evolving discourses necessary to cope with changing family structure and refocused attention from family of origin conflict.
Research limitations/implications
Though this is a qualitative study, it does provide a starting point for further research on how the family roles of Black and White men affect their mental health.
Originality/value
Few studies have employed a racial comparison research design to investigate mental distress associated with gender ideologies. The paper suggests that moving forward will require, as Black men suggested, adopting a critical racial sociology of gender that emphasizes processes and social structure. Analyzing manhood acts through the lens of social marginality, identity work to claim membership in the male group, and the identification of characteristics to maintain male privileges vis-à-vis women may prove to be useful. Focusing on process allows an exploration of social forces that influence masculinity, gendered household ideologies, and mental health.
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Makes three contributions to the ongoing debate over whether racial discrimination is disappearing, and white privilege eroding. First, develops an argument concerning why many…
Abstract
Makes three contributions to the ongoing debate over whether racial discrimination is disappearing, and white privilege eroding. First, develops an argument concerning why many economists treat empirical evidence of racial discrimination with skepticism or indifference. Second, presents some new econometric results which provide empirical insight into whether racial inequality is disappearing in residential credit markets. These results suggest that for African Americans and Latinos, racial disadvantage remains statistically significant in most cities, though its magnitude has fallen during the 1990s in many cities. Third, suggests an empirical implementation of “white privilege” in the residential credit market. Consistently finds white advantage in credit markets to be statistically significant in an econometric model of residential loan approval and denial.
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This chapter details the instructional experiences of a group of graduate students, who are emerging Human Systems Intervention practitioners – men and women who self-identify as…
Abstract
This chapter details the instructional experiences of a group of graduate students, who are emerging Human Systems Intervention practitioners – men and women who self-identify as white and work in organizational, community, and educational leadership settings. I outline a series of learning experiences that supported a group of MA students to uncover white supremacist thinking in their work – their approaches to intervention and their mental models regarding effective organizational or community functioning. Using contemplative practices to dig out oppressive, invisible dimensions of white identity, we examined how our whiteness shaped and warped how we enacted our work in community and organization development. We did this by reflective reading, meditation, contemplative arts, deep listening and storytelling, singing and music, and ceremony. This chapter illustrates how higher education can address a fundamental mental model and world view that influences how social responsibility is envisioned and how issues of social justice can be advanced within graduate professional education through socially responsible teaching and learning strategies and activities.
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Keywords
- Community and organizational development
- contemplative pedagogy
- contemplative practices
- graduate education
- higher education
- learning strategies and activities
- management education
- professional education
- self as instrument
- social justice
- social responsibility
- teaching and learning
- whiteness
- white privilege
- white supremacist thinking
Flora Farago, Kay Sanders and Larissa Gaias
This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the…
Abstract
This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.
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Alisa Leckie and Maya Buser De
The purpose of this study is to describe the use of an intersectionality framework to analyze and incorporate teachers’ lived experiences into critical professional development.
Abstract
Purpose
The purpose of this study is to describe the use of an intersectionality framework to analyze and incorporate teachers’ lived experiences into critical professional development.
Design/methodology/approach
Researchers used qualitative coding based on the matrix of oppression and privilege (Ferber and O’Reilly Herrera, 2013) to analyze teachers’ multicultural autobiographies. Connections between multicultural autobiographies were then made between other course reflections and lesson plans that were developed throughout the 150 h of professional development.
Findings
Findings evidence the multiple sites of oppression and privilege, the importance of spaces and relationships in locating ourselves and others on the matrix and the possibilities for transferring knowledge to professional practice.
Research limitations/implications
The authors do recognize the limitations of their study. Although the participants were from differing educational contexts and backgrounds, the sample size was small. Additional studies of this nature can expand our understanding of privilege, oppression and the impact of critical professional development for educators. Our society, and therefore the education system, continues to become more culturally and linguistically diverse, and it is incumbent upon us as educators and researchers to identify effective approaches for preparing both teachers and students for a changing world.
Practical implications
The power of the matrix framework in pedagogical settings is that it facilitates the recognition and analysis of individual social locations and their relationships to various systems of inequality. Most importantly, analyzing both privilege and oppression allows individuals and instructors to reflect on their own experiences and initiate conversations that reduce the animosity toward those who have different experiences.
Originality/value
This study is significant, in that it offers a framework that addresses the perceived disconnect between teachers and their increasingly culturally and linguistically diverse student population (Banks and Banks, 2013; Darling-Hammond and Bransford, 2005).
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