This chapter will provide examples of how Chicano faculty teach and practice social justice in the U.S. college classroom, where subtle forms of racism operate through…
This chapter will provide examples of how Chicano faculty teach and practice social justice in the U.S. college classroom, where subtle forms of racism operate through White privilege, and influence faculty credibility and authority. From a Latino Critical Theory (LatCrit) perspective, the authors address the question, What are the similarities and differences in classroom experiences of Chicano faculty in Predominately White Institutions (PWI) and Hispanic Serving Institutions (HSI)? In addressing this question, the authors will provide examples from their teaching experiences at both PWIs and HSIs, and how a Chicana/o-centered social justice perspective can help to mediate and overcome classroom challenges. The chapter will end with a discussion of how a social justice framework is necessary in college classrooms that are becoming increasingly diverse; and recommendations for how PWIs and HSIs can support Chicana/o faculty in endeavors to institutionalize a social justice framework in the college curriculum.
Purpose – For many African American college students, the pursuit of a college education has both rewards and risks. Oftentimes, African American students are faced with…
Purpose – For many African American college students, the pursuit of a college education has both rewards and risks. Oftentimes, African American students are faced with the decision to leave the comforts of their home communities in order to realize the American dream through the mechanism of higher education. The majority attend predominately White institutions (PWIs) where successful negotiation of this process not only has academic consequences, but psychological and cultural consequences as well. This chapter examines the psychological and phenomenological experience of African American students at PWIs of higher education.
Design/methodology/approach – The present day manifestation of historical and sociopolitical foundations of exclusion, racism, and discrimination in higher education are explored. There is a focus on how these latter themes relate to “campus culture” and institutions, with implications for psychological coping and educational success. Conclusions also focus on ways to begin to bring about change in this culture.
Findings – The successful negotiation of the collegiate environment, ultimately leading to the awarding of one's degree requires more than just passing classes; matriculation and retention in college also involves engaging one's social and cultural environment as well, particularly outside of the classroom.
Originality/value – As discussions of multiculturalism and inclusiveness in higher education find themselves anchored to abstract and theoretical conceptualization, or linked to an approach which focuses on “numbers” and “percentages” among student bodies, both of these approaches provide little indication that we are ultimately talking about the lived experiences of real people.
In this study, the authors investigated the academic and social experiences of first-generation undergraduate Latinx students who participated in a Latinx student-focused…
In this study, the authors investigated the academic and social experiences of first-generation undergraduate Latinx students who participated in a Latinx student-focused organization at a large, research-intensive, Predominately White Institution (PWI) in the Midwest. Our results revealed three major themes. First, participants considered the Latinx student organization to be a significant resource for their social integration into the university; however, it was less significant as an academic resource. Second, the participants recognized that while the university “tries” to promote diversity, they felt that the university could do more in promoting ethnic student groups and their interests across campus. Third, participants perceived that the university treats all Latinx students as one homogenous group, ignoring the diversity that exists between different Latinx groups. These themes suggest that efforts to make PWIs more diverse and inclusive may benefit from the formation and maintenance of minoritized ethnic student organizations. PWIs would also benefit by incorporating the diverse Latinx student perspectives into institutional diversity policy, and prioritizing higher-quality initiatives for greater visibility of Latinx student issues across campus. Moreover, programming that does not aggregate or homogenize Latinx identity, but embraces and values the multifaceted Latinx identities, would also benefit PWIs.
The purpose of this chapter is to present an overview of the status of African American women in academe. The primary context is the Predominately White Institution and the terms African American and Black are used interchangeably. We discuss the silencing of this group of women while privileging others. To date, little has been written on this topic. Much less has been written about the African American females’ struggles in silence, both personally and professionally (Collins, 1986). We end by putting forth strategies that African American women might consider as they soar in leadership roles.
The idea of biculturalism or multiculturalism has come into sharper focus due to changing intra-national and international demographic shifts, expanding global economic markets, and persistent ethnic and religious warfare across many continents. These global political, cultural, and economic dynamics have forced us to deal with two intensely reverberating, and conflicting, cultural themes and tradition that threaten to unravel many social and political units deemed heretofore strong and unbreakable. One tradition supports and justifies a monocultural view of the world. This perspective asserts that a nation-state functions best when it is defined and controlled by one dominate cultural framework. The logic and justification for such a view is mirrored in the history and philosophy of societies and nation states which have waged relentless wars of conquest; in such wars, victors have attained and often maintained both political power and cultural hegemony over the defeated. Whether the initial causes of warfare were grounded in disputes over religious differences, land disputes, control of the seas, or overseas colonies, the reality is the victory of one nation or society over another would result in the submergence and subservience of one culture over another, as reflected in the victor's religion, language, political system, etc. The laws and rules of conquest and defeat reverberate throughout human history and whether in Africa, Asia, Europe, or North and South America and are deeply rooted in human, tribal, and clan differences. The various religions have historically justified the conquest by their zealots over non-believers, but it is only in recent history that a new and devastating logic was proffered to justify the domination of one group over another. The combination of European colonialism and imperialism, aided by the scientism of Social Darwinism and the nationalistic ideas of Manifest Destiny gave support to the ideals of White supremacy. Despite subtle political and religious differences between Western nations what they held in common was the belief that they represented the destiny of world civilization, and thus had an obligation to conquer the “uncivilized” world in order to save and perpetuate Western values and ideals. Thus, the growth and evolution of European and American social, political, economic and religious history and thought was not one in which conquering countries and groups sought to “understand” the conquered, nor would it be predicated on any cultural equality, or cultural equivalency between the victors and the vanquished. For example, in the United States the colonial government and the young republic fought Native Americans, the French, Spain (twice), the British (twice), then Mexico, for cultural, political, economic, and social hegemony over what is currently the landmass of the United States.
Research literature examining the experiences of faculty of color, particularly women in higher education, reveals a pattern of institutional and attitudinal barriers…
Research literature examining the experiences of faculty of color, particularly women in higher education, reveals a pattern of institutional and attitudinal barriers, which is directly linked to successful recruitment and retention of learners and faculty of color (Brayboy, B. M. (2003). The implementation of diversity in predominately White colleges and universities. Journal of Black Studies, 34(1), 72–87; Gregory, 2001; Hughes, R. L., & Howard-Hamilton, M. F. (2003). Insights: Emphasizing issues that affect African American women. In: M. F. Howard-Hamilton (Ed.), New directions for student services. Meeting the needs of African American women (104, pp. 95–104). San Francisco, CA: Jossey-Bass; Park, J. J., & Denson, N. (2009). Attitudes and advocacy: Understanding faculty views on racial/ethnic diversity. The Journal of Higher Education, 80(4), 415–438; Project MUSE; Stanley, C. A. (Ed.) (2006). Faculty of color: Teaching in predominantly White colleges and universities. Bolton, MA: Anker Publishers; Turner, 2002; Watson & Shealey, 2010). This chapter provides a review of the recent and relevant research on Black women in teacher education. In addition, the authors conducted a review of research specifically addressing the experiences of Black women in teacher education during the last 10 years. Findings from this summative analysis highlight recent research on the experiences of Black women faculty and shed light on the implications for future research as well as leadership and program development.
Teaching has been a passion of mine from an early age. Making the decision to teach was challenging enough without the hardships of completing my degree as a race and…
Teaching has been a passion of mine from an early age. Making the decision to teach was challenging enough without the hardships of completing my degree as a race and gender minority in the elementary education program at a predominately White institution. Nor was I prepared to manage the many challenges associated with transition into the teaching profession. This chapter is a memoir of a few significant lessons learned during my teacher preparation and early professional teaching practice. Specific recommendations are made to support Black males’ ability to: build and cultivate professional relationships with school stakeholders; capitalize on the range of professional opportunities available in the field of education; and sustain an impactful career in K-12 teaching. Finally, this narrative is revelation of the personal and professional perspectives useful to individual(s) desiring to better recruit, retain, prepare, support, and nurture Black males aspiring to teach.
This chapter expresses the need for an increase or reforestation of Black scholarship and examines the complexity of race in a White privileged institution of higher…
This chapter expresses the need for an increase or reforestation of Black scholarship and examines the complexity of race in a White privileged institution of higher education. It is written with an understanding of Critical Race Theory's counter-narrative benefits and models the power of voice in the classroom of a Black student and a White teacher and their roles in creating a “safe space for race talk” in the classroom.
Desegregation still remains a pressing issue of many of the Historically Black Colleges and Universities (HBCU) in the United States. This chapter provides a historical…
Desegregation still remains a pressing issue of many of the Historically Black Colleges and Universities (HBCU) in the United States. This chapter provides a historical narrative of the history of desegregation in the United States, and how legal ruling impacts recruitment and retention of non-Black students at HBCUs. In addition, this chapter will examine landmark desegregation court cases and current challenges imposed upon historically black colleges. Finally, implications will be provided for administrators at public HBCUs.