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1 – 10 of over 6000In the aftermath of the Supreme Court’s 2023 decision to effectively end race-conscious admissions practices across the nation, this paper highlights the law’s commitment to…
Abstract
Purpose
In the aftermath of the Supreme Court’s 2023 decision to effectively end race-conscious admissions practices across the nation, this paper highlights the law’s commitment to whiteness and antiblackness, invites us to mourn and to connect to possibility.
Design/methodology/approach
Drawing from the theoretical contributions of Cheryl Harris, Jarvis Givens and Chezare Warren, as well as the wisdom of Justice Ketanji Brown Jackson’s dissenting opinion, this paper utilizes CRT composite counterstory methodology to illuminate the antiblack reality of facially “race-neutral” admissions.
Findings
By manifesting the impossible situation that SFFA and the Supreme Court’s majority seek to normalize, the composite counterstory illuminates how Justice Jackson’s hypothetical enacts a fugitive pedagogy within a dominant legal system committed to whiteness as property; invites us to mourn, to connect to possibility and to remain committed to freedom as an intergenerational project that is inherently humanizing.
Originality/value
In a sobering moment where we face the end of race-conscious admissions, this paper uniquely grapples with the contradictions of affirmative action as minimally effective while also radically disruptive.
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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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The purpose of this paper is to gain insight about the experience of multicultural administrators who oversee bridge program designed to recruit and retain historically…
Abstract
Purpose
The purpose of this paper is to gain insight about the experience of multicultural administrators who oversee bridge program designed to recruit and retain historically underrepresented students of color. The study was also designed to capture the experience of the multicultural administrator as well as what meaning they made of their role as a diversity leader, and the challenges they face as they try to meet diversity goals under the constraints of race neutrality.
Design/methodology/approach
This is a descriptive qualitative multi-case study. In order to gain a better understanding of the experience of multicultural administrators as they try to enact diversity leadership under race-neutral policies a qualitative phenomenological multi-case designed was used. Semi-structured interviews were conducted with multicultural administrators from four institutions within a southern state of the USA.
Findings
Data reveals that seeking to increase and foster diversity on predominantly white campuses under race neutrality is challenging. Many of the administrators expressed concern about how they would maintain and increase diversity and campus inclusiveness without specifically marketing and targeting to groups that are traditionally marginalized. Overall, they described the experience as one filled with heightened awareness of the social and political environment and how senior-level administrators and other offices on campus perceived them and their work.
Research limitations/implications
Using a qualitative multi-case study limits generalizability. Also, there are many other factors such as institutional type, location, student population, and institutional capacity that may impact the institutional conditions in which each of these administrators work.
Practical implications
The findings of this study can be used to inform institutional policy makers of these struggles as well as provide campus administrators and staff helpful recommendations for dealing with the politics of race neutrality as they continue to fulfill their responsibility to increase diversity on their campuses.
Social implications
This paper may raise awareness about the challenges of employing race neutrality, particularly for states and institutions concerned with diversifying higher education. It also highlights the challenges leaders face when dealing with reduced funding and policies that do not support their work.
Originality/value
The paper discusses an understudied and under-recognized group of diversity leaders dealing with a current race-neutral policies. It will be of interests to institutional leaders, multicultural administrators, and other types of diversity leaders in higher education.
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The chapter intervenes in the debate among scholars of legal impact about the extent to which law can change society. Reformers, aims are frustrated when targets of law respond…
Abstract
The chapter intervenes in the debate among scholars of legal impact about the extent to which law can change society. Reformers, aims are frustrated when targets of law respond with resistance to court decisions, especially where mechanisms to enforce case law are weak (Hall, 2010; Klarman, 2006; Rosenberg, 1991). Even when law’s targets abide by a law, however, other important studies have demonstrated that organizations can leverage ambiguous language to craft policies in compliance that further their aims (Barnes & Burke, 2006; Edelman, 2016; Lipson, 2001). This chapter examines a case in which a state constitutional provision banning affirmative action was written in relatively unambiguous language and one of its targets announced its intention to comply. Through extensive interviews with University officials, this chapter examines the University of Michigan’s use of financial, technological, and political resources to follow the language of the law while still blunting its impact. These findings suggest that to understand law’s impact on society, we need to reconceive compliance and not only take the clarity of the law and its enforcement mechanisms into account but also attend to the goals, resources, and practices of the groups it targets.
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Charter schools are an increasingly popular form of publicly funded school choice. Racially framed as a policy to narrow academic achievement and opportunity gaps, charter schools…
Abstract
Charter schools are an increasingly popular form of publicly funded school choice. Racially framed as a policy to narrow academic achievement and opportunity gaps, charter schools disproportionately serve Black and Latinx students. In 2016, “lifting the cap” on the number of charter schools allowed in Massachusetts became an intensely fought ballot referendum. Drawing on racial formation and resource mobilization theories, I argue that resources developed and mobilized in political campaigns or social movements have analytically relevant racial dimensions. They are “racial resources” or value-producing entities that are imbued with meaning about race categories, racial systems, and/or racial ideologies. The anti-expansion’s interracial coalition was a decisive factor in the campaign, because the coalition implemented a shared decision-making structure to develop a more robust and ideologically consistent strategy for mobilizing their racial resources. These resources include a local base of racially diverse spokespeople who brought key cultural resources – legitimacy, authenticity, and trust – to the campaign, as well as race-conscious and race-neutral message framing.
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Alpa Dhanani, Penny Chaidali, Nina Sharma and Evangelia Varoutsa
This paper examines the efforts of National Health Service (England) (NHSE) to respond to employee-based racial inequalities via its Workforce Race Equality Standard (WRES). The…
Abstract
Purpose
This paper examines the efforts of National Health Service (England) (NHSE) to respond to employee-based racial inequalities via its Workforce Race Equality Standard (WRES). The WRES constitutes a hybridised accountability initiative with characteristics of the moral and imposed regimes of accountability.
Design/methodology/approach
The study conceptualises the notion of responsive race accountability with recourse to Favotto et al.’s (2022) moral accountability model and critical race theory (CRT), and through it, examines the enactment of WRES at 40 NHSE trusts using qualitative content analysis.
Findings
Despite the progressive nature of the WRES that seeks to nurture corrective actions, results suggest that trusts tend to adopt an instrumental approach to the exercise. Whilst there is some evidence of good practice, the instrumental approach prevails across both the metric reporting that trusts engage in to guide their actions, and the planned actions for progress. These planned actions not only often fail to coalesce with the trust-specific data but also include generic NHSE or equality, diversity and inclusion initiatives and mimetic adoptions of best practice guidance that only superficially address racial concerns.
Social implications
Whilst the WRES is a laudable voluntary achievement, its moral imperative does not appear to have translated into a moral accountability within individual trusts.
Originality/value
Responding to calls for more research at the accounting-race nexus, this study uniquely draws on CRT to conceptualise and examine race accountability.
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M. Christopher Brown and T. Elon Dancy
“Men make their own history,but they do not make it just as they please;they do not make it under circumstances chosen by themselvesbut under circumstances directly encountered,…
Abstract
“Men make their own history,
but they do not make it just as they please;
they do not make it under circumstances chosen by themselves
but under circumstances directly encountered,
given and transmitted from the past.”
–Karl Marx
“Men make their own history,
but they do not make it just as they please;
they do not make it under circumstances chosen by themselves
but under circumstances directly encountered,
given and transmitted from the past.”
Over one dozen books have been written about historically black colleges and universities over the last 15 years. However, not one of the volumes published addresses this cohort of institutions from a global dimension. Each of the books ignores the reality that there are institutions of higher education populated by persons of African descent scattered around the globe. Equally, the emergent literature is silent on issues of racial stratification; consequently, treating black colleges as homogenous monoliths. This quiesance ignores the important tension of racial oppression/white supremacy, social stratification, and the persistent hegemony of power in societies with black populations. In this commencing chapter, there are two primary explorations: (1) the particularities of race and identity in black colleges in the United States, and (2) the nexus between race and culture in black colleges outside of the United States. In order to properly contextualize this diorama, it is imperative to examine the meaning of diaspora, the realities of racial stratification, and the ways in which hegemony can be unsettled and usurped.
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Empirical studies reveal Black male student-athletes have both positive and negative experiences on predominantly White college and university campuses. Mindful also of race-based…
Abstract
Empirical studies reveal Black male student-athletes have both positive and negative experiences on predominantly White college and university campuses. Mindful also of race-based stereotypic beliefs about Black male student-athletes in collegiate sports, these phenomena warrant further discourse and scrutiny. Critical race theory is a race-centered theoretical and analytical framework that has shaped discourse on race and racism in intercollegiate athletics in recent years. Discourse in this chapter is therefore grounded in the narrative of critical race theory and focuses primarily on the academic and athletic plight of Black male student-athletes matriculating at predominantly White colleges and universities with National Collegiate Athletic Association affiliation.
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Lauren N. Irwin and Julie R. Posselt
Developing leaders for a diverse democracy is an increasingly important aim of higher education and social justice is ever more a goal of leadership education efforts…
Abstract
Developing leaders for a diverse democracy is an increasingly important aim of higher education and social justice is ever more a goal of leadership education efforts. Accordingly, it is important to explore how dominant leadership models, as blueprints for student leadership development, account for and may unwittingly reinforce systems of domination, like racism. This critical discourse analysis, rooted in racialization and color-evasiveness, examines three prominent college student leadership development models to examine how leaders and leadership are racialized. We find that all three leadership texts frame leaders and leadership in color-evasive ways. Specifically, the texts’ discourses reveal three mechanisms for evading race in leadership: focusing on individual identities, emphasizing universality, and centering collaboration. Implications for race in leadership development, the social construction of leadership more broadly, and future scholarship are discussed.
Cardell K. Jacobson and Darron T. Smith
In this chapter, we use the concepts of emotional labor or emotion work to examine the experiences of transracial families – white families rearing Black adoptees. We focus on the…
Abstract
In this chapter, we use the concepts of emotional labor or emotion work to examine the experiences of transracial families – white families rearing Black adoptees. We focus on the emotion work done by the parents to inculcate and develop positive racial identities for their adoptive children as their adoptees experience racial mistreatment. We also use the concept of white racial framing to examine strategies for effectively coping with racial mistreatment. African Americans have more emotion work than the members of dominant group because of their status as stigmatized minorities in American society. African Americans adopted by white families have even greater emotion work because they tend to have the extra burden of living in predominately white communities where there are fewer people of color to serve as positive role models in the socialization process.
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