This document reviews literature on student resistance to learning about oppression-related topics in college classrooms. It examines whether racism and prejudice correlate with student resistance and discusses racial identity development theories used to address resistance, like Cross' black identity model and Helms' white identity model. While these theories have helped some students, others still struggle with resistance even after learning the theories. The document also explores whether resistance can be fully avoided or eliminated and finds the research inconclusive. It presents survey results finding most students have witnessed or experienced racism on campus and describes how students may respond differently to these experiences.
Resisting Total Marginality: Understanding African-American College Students’...QUESTJOURNAL
This document summarizes a research paper that explores how African American students attending predominantly white institutions (PWIs) develop their racial identity and achieve academic success despite facing marginalization. The paper examines how total marginality, defined as the cumulative dissonance Black students face on campus, impacts identity development and success. It reviews literature on racial identity and oppositional culture theories. The study was conducted through interviews at a Midwestern state university to understand how successful Black students resisted total marginality and developed their racial identity. The findings provide insight into how peer groups, environment, and embracing their racial identity can help Black students graduate from PWIs.
This document discusses previous research on the relationship between education and white Americans' racial attitudes. While some consider higher education to promote tolerance, others argue it enables dominant groups to better defend their privileged positions. The paper seeks to extend this work by analyzing the effect of education on attitudes toward multiple minority groups, using improved controls. It reviews two leading theories - that education enlightens views, or allows refinement of self-interested ideologies. Previous mixed findings are described, showing education correlates with more principled but not practical support for racial equality.
Exploring controversial issues in elementary social studiesDanielle Linowes
Controversial issue discussion in early grades can increase student engagement and provide an authentic and engaging springboard to relevant individual, community, and societal issues. Elementary students who engage in controversial discussion will have exposure to different and sometimes conflicting perspectives, and learn how to carefully evaluate legitimate alternatives, participate respectfully in group discussions, and ultimately decide the best course of action. This paper examines the utilization of controversial discussion surrounding concepts of distributive justice and procedural justice and how they can be explored in elementary classrooms. The authors outline two lesson plans containing discussion on controversial topics within the realm of procedural justice, which have been employed in one of the authors’ third grade classrooms. They find that providing opportunities for students to go through the process of moral negotiation allows them to question and shape their own beliefs in a constructive manner.
The document is an analysis of interviews conducted with 8 highly self-directed adult learners over age 50 who were deeply committed to challenging self-selected pursuits they had undertaken. The interviews explored the learners' concepts of themselves as learners, how they exercised control over their learning, and how their self-concept and approach to learning changed over time. The analysis found that the learners followed inner cues, engaged in positive lifetime patterns of learning, and experienced a strong sense of identity and commitment to their pursuits that compelled them forward.
Hines, mack t dehumanization of black children nfeasj v32 n4 2015William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This document summarizes a study on the academic persistence of 5 African American female alumni from a midwestern Catholic university. 3 key findings emerged from interviews:
1. The students had positive perceptions of faculty and staff, viewing them as treating students equally and allowing personal experiences to be incorporated into classwork.
2. The students had negative views of peer collaboration, preferring to study alone as they learned at different paces. Tutoring was only sought in dire circumstances.
3. The students desired close, personal relationships with faculty/staff members, viewing their advisors as guardians rather than just course advisors. This suggests faculty/staff played an important role in the students' persistence.
The document summarizes a study examining stress, school satisfaction, attitudes toward help-seeking, social support, and involvement in race-based organizations for Asian American students at Claremont Colleges. Key findings include: 1) Asian Americans had significantly different attitudes toward professional help-seeking than Whites; 2) Involvement in a race-based mentoring program predicted increased school satisfaction, while involvement in a race-based organization predicted decreased satisfaction; 3) Involvement predicted satisfaction but not social support, and did not fully mediate the relationship between demographics and outcomes. The hypotheses were partly supported. Limitations included uneven demographic representation and the nature of race-based organizations examined.
This document summarizes three qualitative research studies on first-generation college students. The first study examined the experiences of first-generation graduate students, finding that factors like resiliency, family support, and work ethic contributed to their persistence. The second study looked at undergraduates at private colleges and found they had to navigate academic culture while negotiating their home and college worlds. The third study focused on Latino males at two-year colleges. Overall, the studies show first-generation students face challenges but can succeed with the right support systems.
Resisting Total Marginality: Understanding African-American College Students’...QUESTJOURNAL
This document summarizes a research paper that explores how African American students attending predominantly white institutions (PWIs) develop their racial identity and achieve academic success despite facing marginalization. The paper examines how total marginality, defined as the cumulative dissonance Black students face on campus, impacts identity development and success. It reviews literature on racial identity and oppositional culture theories. The study was conducted through interviews at a Midwestern state university to understand how successful Black students resisted total marginality and developed their racial identity. The findings provide insight into how peer groups, environment, and embracing their racial identity can help Black students graduate from PWIs.
This document discusses previous research on the relationship between education and white Americans' racial attitudes. While some consider higher education to promote tolerance, others argue it enables dominant groups to better defend their privileged positions. The paper seeks to extend this work by analyzing the effect of education on attitudes toward multiple minority groups, using improved controls. It reviews two leading theories - that education enlightens views, or allows refinement of self-interested ideologies. Previous mixed findings are described, showing education correlates with more principled but not practical support for racial equality.
Exploring controversial issues in elementary social studiesDanielle Linowes
Controversial issue discussion in early grades can increase student engagement and provide an authentic and engaging springboard to relevant individual, community, and societal issues. Elementary students who engage in controversial discussion will have exposure to different and sometimes conflicting perspectives, and learn how to carefully evaluate legitimate alternatives, participate respectfully in group discussions, and ultimately decide the best course of action. This paper examines the utilization of controversial discussion surrounding concepts of distributive justice and procedural justice and how they can be explored in elementary classrooms. The authors outline two lesson plans containing discussion on controversial topics within the realm of procedural justice, which have been employed in one of the authors’ third grade classrooms. They find that providing opportunities for students to go through the process of moral negotiation allows them to question and shape their own beliefs in a constructive manner.
The document is an analysis of interviews conducted with 8 highly self-directed adult learners over age 50 who were deeply committed to challenging self-selected pursuits they had undertaken. The interviews explored the learners' concepts of themselves as learners, how they exercised control over their learning, and how their self-concept and approach to learning changed over time. The analysis found that the learners followed inner cues, engaged in positive lifetime patterns of learning, and experienced a strong sense of identity and commitment to their pursuits that compelled them forward.
Hines, mack t dehumanization of black children nfeasj v32 n4 2015William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This document summarizes a study on the academic persistence of 5 African American female alumni from a midwestern Catholic university. 3 key findings emerged from interviews:
1. The students had positive perceptions of faculty and staff, viewing them as treating students equally and allowing personal experiences to be incorporated into classwork.
2. The students had negative views of peer collaboration, preferring to study alone as they learned at different paces. Tutoring was only sought in dire circumstances.
3. The students desired close, personal relationships with faculty/staff members, viewing their advisors as guardians rather than just course advisors. This suggests faculty/staff played an important role in the students' persistence.
The document summarizes a study examining stress, school satisfaction, attitudes toward help-seeking, social support, and involvement in race-based organizations for Asian American students at Claremont Colleges. Key findings include: 1) Asian Americans had significantly different attitudes toward professional help-seeking than Whites; 2) Involvement in a race-based mentoring program predicted increased school satisfaction, while involvement in a race-based organization predicted decreased satisfaction; 3) Involvement predicted satisfaction but not social support, and did not fully mediate the relationship between demographics and outcomes. The hypotheses were partly supported. Limitations included uneven demographic representation and the nature of race-based organizations examined.
This document summarizes three qualitative research studies on first-generation college students. The first study examined the experiences of first-generation graduate students, finding that factors like resiliency, family support, and work ethic contributed to their persistence. The second study looked at undergraduates at private colleges and found they had to navigate academic culture while negotiating their home and college worlds. The third study focused on Latino males at two-year colleges. Overall, the studies show first-generation students face challenges but can succeed with the right support systems.
This memo requests authorization and funding to research the need for a mandated gender studies requirement for all students at Boise State University. It argues that with increased awareness of issues like sexual assault, LGBT rights, and gender inequality, education on these topics is critical. Currently, few schools require such education and most campus sexual assaults go unreported. The proposal outlines tasks to research the effectiveness of similar programs, faculty attitudes, and students' current exposure to and perceptions of gender studies education to determine the need for a requirement.
This study aims to examine how college students view different majors as masculine or feminine and whether this perception influences their choice of major. The researcher will survey 200 male and 200 female students at Minnesota State University, asking them to categorize majors as masculine, feminine, or both. Students will also provide their major and reasons for choosing it. The goal is to understand if gender stereotypes of majors shape students' selection of major and may contribute to gender inequality in the workplace. The literature review discusses previous research finding stereotypes can influence career choices. Results could help school counselors address gender roles and expectations when students select majors.
Radical Tolerance: Practical Feminist Pedagogy for the Working EAP InstructorCourtney King
This document discusses implementing feminist pedagogy approaches in English language classrooms. It begins by defining key concepts like radical tolerance, intersectional feminism, and empowerment education. It then reviews evidence that feminist pedagogies can improve student performance and satisfaction. The document provides examples of how teachers can adopt more student-centered and social justice-oriented practices, such as learning students' names, allowing input on course design, and using culture circles. It concludes by asking teachers to share their experiences and posing discussion questions.
Race and value for african american malesReChard Peel
This document discusses how racism negatively impacts the value placed on African American males within the American education system. It argues that racism leads to stereotypes that African American males cannot achieve academically, are behavioral problems, and will not be successful in the future. These stereotypes then result in structures that disadvantage and further devalue black males, such as overrepresentation in remedial classes and harsher discipline policies. The document maintains that a dramatic shift is needed to change societal views of race and how students are treated in schools to improve the educational experiences and trajectories of African American male students.
Effect of Stereotype Threat on Minority StudentRebecca Redman
The document discusses how stereotype threat can negatively impact the educational outcomes of minority students. Stereotype threat occurs when awareness of a negative stereotype about one's social group causes anxiety that the individual may confirm the stereotype. The document specifically examines how stereotype threat affects African American and immigrant students. Research shows that African American students who are aware of racial stereotypes about intelligence tend to have higher anxiety and perform worse on tests. Immigrant students may be less aware of stereotypes against their ethnic group and thus less susceptible to stereotype threat's effects. The document also proposes ways to reduce stereotype threat's influence, such as teaching self-affirmation and increasing identification with the dominant culture.
This study examined feelings of distinctiveness, satisfaction, and identity among biracial and African American students at a predominantly white university. Twenty-nine students (20 African American and 9 biracial) completed surveys on distinctiveness and satisfaction. Biracial students also answered additional questions about their biracial identity. The results showed that African American students reported greater feelings of racial awareness and accountability than biracial students. However, both groups reported similar levels of satisfaction with their university experience and frequency of being the only student of their race in class. Biracial students felt pressure to identify with one race over the other and that people made assumptions about their racial identity, though racial status was not a major part of their personal identity
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
1. The document examines research on whether detracking (reducing or eliminating tracking of students by ability into different academic classes) promotes greater social equity. While supporters believe it helps disadvantaged students, the research is ambiguous and detracking could potentially have negative effects.
2. One study found detracking lowered achievement for average and high-ability students while slightly improving scores for low-ability students. However, this comes at the expense of lowering overall achievement. Detracking may also cause high-achieving "bright flight" as their parents move them to different schools.
3. Research also shows students in detracked algebra classes did not learn as much as those in tracked classes, across all ability levels. This calls
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
How Can Relationships and Relevance Influence the Scholastic Attitudes of Bla...Dr. Richard Glass, Jr.
This dissertation examines how relationships, culturally relevant teaching practices, and single-sex learning environments influence the academic attitudes of Black male students. The study uses phenomenological research methods, including interviews with 10 Black males currently enrolled in college, to understand their lived experiences.
Three key themes emerged from the interviews. First, positive relationships with teachers who believed in their abilities helped students feel more engaged and successful in school. Second, using culturally relevant curricula that students could relate to their own lives and identities as Black men increased engagement. Third, single-sex learning environments allowed for stronger peer relationships and teacher support, which many participants said better supported their academic needs compared to coeducational settings. The study provides implications for strengthening
The Relationship between student sense of belonging and college-going beliefs...Dr. Jamie Stagno-Steiner
Although there is an abundance of research on middle school counseling, college readiness and belonging, there is a gap in the research regarding middle school students
and attempts to correlate their sense of belonging to college-going beliefs. Research identifies eighth grade as a critical time in a student’s education in which they make
important post-secondary decisions. The research stressed that a student’s academic achievement was not only influenced by intellectual abilities, but by their school climate. The purpose of this mixed methods study was to identify a correlation between school- based factors, specifically a student’s sense of belonging, and college-going beliefs. One hundred eighty-four eighth-grade students from a diverse suburban middle school were
surveyed on their college-going beliefs as well as their sense of belonging. In addition, focus groups were facilitated to further explore how students felt about their school environment and post-secondary planning. The findings showed a significant statistical correlation between students’ sense of school belonging and college-going beliefs. This is significant because it begins to address the void in the research identifying how school
based factors are related to students’ college-going beliefs. Focus group data also enhanced quantitative findings by highlighting how students who described a positive sense of belonging in school had strong intentions and higher confidence for attending college after high school. The results of this research will help educators improve programs, develop stronger relationships with students and strengthen the curriculum to better prepare students for high school and beyond.
This article summarizes research on the effects of labeling students as learning disabled. The author reviewed 34 studies from 1970 to 2000 that addressed the impact of the learning disabled label. Four key themes emerged from the literature: 1) Labels can influence the expectations, stereotypes and attitudes of teachers and peers towards students; 2) Labels may lead to stigmatization, rejection and social distance from others; 3) There is a disconnect between expressed attitudes towards labeled students and actual treatment of them; 4) The influence of a label depends on other salient information provided about the student. The author aims to synthesize both qualitative and quantitative research on this topic.
Hdfs 3700 Social Justice and Adolescence projectMaryLovegrove1
1) The document summarizes a study that examined how white youth understand structural racism. It involved interviews with 16 white 7th-8th graders.
2) The study found that developing an understanding of structural racism for white youth is a process that involves gaining initial awareness, reflecting independently and with others, developing empathy and perspective-taking, and grappling with their white identity.
3) Factors like parental socialization and multicultural education programs appeared to influence white youths' understanding of structural racism according to the study.
SOC 120-Research Proposal Part III_Including Extra Credit_Lisa CamarilloLisa Camarillo
This document outlines a research proposal examining how social identity and acceptance by mono-racial groups affects bi-racial individuals' self-acceptance and self-esteem. The proposal will use surveys and interviews at colleges to understand bi-racial individuals' experiences. Quantitative data will analyze demographics and qualitative data will explore questions about racial identity and belonging. The researcher will analyze themes in interviews and apply social identity and critical race theories to understand effects of marginalization on bi-racial individuals' identities.
Presented poster at Binghamton University's Graduate School of Education's Research Poster Day on how re-segregation in charter schools impact student achievement.
This document discusses integrating culturally responsive literature into the Common Core standards. It notes that the US student population is becoming increasingly diverse, with minorities projected to make up nearly 50% of students by 2023. However, the teaching population remains predominantly white females. The document advocates increasing teacher diversity and using literature that reflects students' cultures and backgrounds. It provides background on critical literacy and discusses how essential questions can frame curricular units to promote critical thinking about issues of power and social justice.
This study examines social and emotional competencies among 27 youth who left high school without graduating using a positive youth development framework. Through interviews, the researchers found that these youth exhibited strengths like making responsible decisions, goal-setting skills, and understanding their own development, despite facing individual, family, and community risk factors for leaving school early. The study aims to provide a more well-rounded perspective on these youth's capacities compared to past deficit-focused research, and implications for policies to better support youth at risk of leaving school.
Nathina Marion Kwon, Soo Ah, et al. Racial Segregation and th.docxvannagoforth
Nathina Marion
Kwon, Soo Ah, et al. “Racial Segregation and the Limits of International Undergraduate Student Diversity.” Race, Ethnicity & Education, vol. 22, no. 1, Jan. 2019, pp. 59–72. EBSCOhost, doi:10.1080/13613324.2017.1417830.
In this study of Kwon he talks about the challenges that influx Asians international undergraduate students in universities in the United States. Creating greater education and better social environments. He gets to talking about how Asians American student leaders and their organizations became difficult institutional task on diversity.
This article pertains to be a good source for my paper because it talks about a particular race that have trouble with being able to fit in with the university. Talks about segregation and racial discrimnation in the community. It could be a useful source for my paper. It’s useful because my topic is about racial discrimination and this source fits perfect.
Walker-DeVose, Dina C., et al. “Southern Assumptions: Normalizing Racialized Structures at a University in the Deep South.” Race, Ethnicity & Education, vol. 22, no. 3, May 2019, pp. 355–373. EBSCOhost, doi:10.1080/13613324.2017.1417256.
In this study of Walker-DeVose talks about race that’s critical such as how African Americans and White students at a PWI are diverse. He also talks about how Blacks interact with each other. He says when blaack and white socialize its common to say their post-racial environment. In his study he suggest that students of any race recognize the persistence of the racial discrimination.
This source could be a good source for my paper because it has aspects that talks more about race and how they interact on campus and each other. I think this article by far the best one I found because it get in depth with race discrimination in organziations , campuses, and each other. The goal of this source is to inform people on what goes on with each race and people who try to engage with people.
Holmes, Sarah E., and Sean Cahill. “School Experiences of Gay, Lesbian, Bisexual and Transgender Youth.” Journal of Gay & Lesbian Issues In Education, vol. 1, no. 3, Jan. 2004, pp. 53–66. EBSCOhost, doi:10.1300/J367v01n03_06.
In this study of Sarah Holmes she talks about how GLBT youth comes out more when their younger ages. She also gets into how the schools doesn’t do anything about how the kids of that community get harassed and bullied for being what they want to be. They face problems with racism and the risk of rejection by their community. If parents are apart of the GLBT their children become targets because of them and it affects their ability and focus at school.
This source I feel like wouldn’t be reliable for my paper but it could be a little useful. It could shape my paper in a way that could change my paper. It’s more about the LGBT side than just racism but it some parts of the source it talks about racism. It can be useful because the source is about how LGBT people have to go through things d ...
Yuming Liu
1630005
Professor Arthur
Writ 2-Essay One
Oct 31,2018
Xxx
Hi Katharine Mitchell,
I am Jessica Waldorf, a scholar research in Sex and Gender for 5 years, who just travel to Santa Cruz. And I write this paper for suggesting that UCSC should add a new major or some courses for students, which deal with the topic of Sex and Gender.
Over the last couple of years, significant changes have taken place in the world. As the world has entered the “Internet Age”, it has changed the entire face of the world, how life used to be and how things are right now. With this border context, some emerging problems which might be only cared for by a small group of people might evolve a heated discussion. Nowadays, with more and more incident and city news came out, like Harvey Weinstein’s and Trump’s sexual harassment news, more and more people start to care about “Sex and Gender” problems. What’s more, recently, in the scientific community, interdisciplinary research become a general trend of subject development. Because of this, the research of “Sex and Gender” as a cross-disciplinary subject must have more and more scientists to commit. The importance of Sex and Gender research can also be understood by the statement of Carol Colaterlla who is the associate dean at the Ivan Allen CLA and also co-director of the Center for the Study of Technology at the Georgia Institute of Technology, “Gender students as a field illustrates the potential of interdisciplinary scholarship in today’s scientific and technical university” (Carol, 2014). How can we miss the chance to build up such a subject, which is popular and have scientific research value, in such a beautiful campus?
In the United States, sex and gender education has always remained a hot debate or issue. “While the debate about sex and gender studies are mostly related to grad school and high school, there were rarely any talk about the discussion of sex and gender course at the collegiate level or graduation level” (Sollie, Donna & Kaetz, 1992). This actually tells a lot about as educationists and as a nation, we have failed to understand the importance of this education for students and how it will help them in the rest of their lives. Because of the resource available nowadays, there remains no reason why gender and sex courses should not become a part of educational institutions and teach to students. This is a humble effort of convincing the school to include gender and sex courses in their curriculum and play their part in educating students and prepare them for life completely. It should be taught as an essential course to all students – regardless of their fields. Just like language composition, report writing and math is taught to every student, sex and gender courses should also be introduced in the school. This task can be accomplished by creating multiple courses that meet the health science general education requirements. Although, we are always debate about when sex education shoul.
This article examines whether schools in the United States have truly integrated following the landmark Brown vs. Board of Education Supreme Court decision that ruled racial segregation in public schools to be unconstitutional. It discusses that while schools initially integrated after Brown, they have become increasingly segregated again since the 1970s-1980s. The article proposes merging multiple high schools within districts into larger, more integrated campuses as a potential solution to reduce segregation. It argues that discussions around how schools have re-segregated are needed to determine how to fully achieve the goals of Brown and educational equity for all students.
This memo requests authorization and funding to research the need for a mandated gender studies requirement for all students at Boise State University. It argues that with increased awareness of issues like sexual assault, LGBT rights, and gender inequality, education on these topics is critical. Currently, few schools require such education and most campus sexual assaults go unreported. The proposal outlines tasks to research the effectiveness of similar programs, faculty attitudes, and students' current exposure to and perceptions of gender studies education to determine the need for a requirement.
This study aims to examine how college students view different majors as masculine or feminine and whether this perception influences their choice of major. The researcher will survey 200 male and 200 female students at Minnesota State University, asking them to categorize majors as masculine, feminine, or both. Students will also provide their major and reasons for choosing it. The goal is to understand if gender stereotypes of majors shape students' selection of major and may contribute to gender inequality in the workplace. The literature review discusses previous research finding stereotypes can influence career choices. Results could help school counselors address gender roles and expectations when students select majors.
Radical Tolerance: Practical Feminist Pedagogy for the Working EAP InstructorCourtney King
This document discusses implementing feminist pedagogy approaches in English language classrooms. It begins by defining key concepts like radical tolerance, intersectional feminism, and empowerment education. It then reviews evidence that feminist pedagogies can improve student performance and satisfaction. The document provides examples of how teachers can adopt more student-centered and social justice-oriented practices, such as learning students' names, allowing input on course design, and using culture circles. It concludes by asking teachers to share their experiences and posing discussion questions.
Race and value for african american malesReChard Peel
This document discusses how racism negatively impacts the value placed on African American males within the American education system. It argues that racism leads to stereotypes that African American males cannot achieve academically, are behavioral problems, and will not be successful in the future. These stereotypes then result in structures that disadvantage and further devalue black males, such as overrepresentation in remedial classes and harsher discipline policies. The document maintains that a dramatic shift is needed to change societal views of race and how students are treated in schools to improve the educational experiences and trajectories of African American male students.
Effect of Stereotype Threat on Minority StudentRebecca Redman
The document discusses how stereotype threat can negatively impact the educational outcomes of minority students. Stereotype threat occurs when awareness of a negative stereotype about one's social group causes anxiety that the individual may confirm the stereotype. The document specifically examines how stereotype threat affects African American and immigrant students. Research shows that African American students who are aware of racial stereotypes about intelligence tend to have higher anxiety and perform worse on tests. Immigrant students may be less aware of stereotypes against their ethnic group and thus less susceptible to stereotype threat's effects. The document also proposes ways to reduce stereotype threat's influence, such as teaching self-affirmation and increasing identification with the dominant culture.
This study examined feelings of distinctiveness, satisfaction, and identity among biracial and African American students at a predominantly white university. Twenty-nine students (20 African American and 9 biracial) completed surveys on distinctiveness and satisfaction. Biracial students also answered additional questions about their biracial identity. The results showed that African American students reported greater feelings of racial awareness and accountability than biracial students. However, both groups reported similar levels of satisfaction with their university experience and frequency of being the only student of their race in class. Biracial students felt pressure to identify with one race over the other and that people made assumptions about their racial identity, though racial status was not a major part of their personal identity
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
1. The document examines research on whether detracking (reducing or eliminating tracking of students by ability into different academic classes) promotes greater social equity. While supporters believe it helps disadvantaged students, the research is ambiguous and detracking could potentially have negative effects.
2. One study found detracking lowered achievement for average and high-ability students while slightly improving scores for low-ability students. However, this comes at the expense of lowering overall achievement. Detracking may also cause high-achieving "bright flight" as their parents move them to different schools.
3. Research also shows students in detracked algebra classes did not learn as much as those in tracked classes, across all ability levels. This calls
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
How Can Relationships and Relevance Influence the Scholastic Attitudes of Bla...Dr. Richard Glass, Jr.
This dissertation examines how relationships, culturally relevant teaching practices, and single-sex learning environments influence the academic attitudes of Black male students. The study uses phenomenological research methods, including interviews with 10 Black males currently enrolled in college, to understand their lived experiences.
Three key themes emerged from the interviews. First, positive relationships with teachers who believed in their abilities helped students feel more engaged and successful in school. Second, using culturally relevant curricula that students could relate to their own lives and identities as Black men increased engagement. Third, single-sex learning environments allowed for stronger peer relationships and teacher support, which many participants said better supported their academic needs compared to coeducational settings. The study provides implications for strengthening
The Relationship between student sense of belonging and college-going beliefs...Dr. Jamie Stagno-Steiner
Although there is an abundance of research on middle school counseling, college readiness and belonging, there is a gap in the research regarding middle school students
and attempts to correlate their sense of belonging to college-going beliefs. Research identifies eighth grade as a critical time in a student’s education in which they make
important post-secondary decisions. The research stressed that a student’s academic achievement was not only influenced by intellectual abilities, but by their school climate. The purpose of this mixed methods study was to identify a correlation between school- based factors, specifically a student’s sense of belonging, and college-going beliefs. One hundred eighty-four eighth-grade students from a diverse suburban middle school were
surveyed on their college-going beliefs as well as their sense of belonging. In addition, focus groups were facilitated to further explore how students felt about their school environment and post-secondary planning. The findings showed a significant statistical correlation between students’ sense of school belonging and college-going beliefs. This is significant because it begins to address the void in the research identifying how school
based factors are related to students’ college-going beliefs. Focus group data also enhanced quantitative findings by highlighting how students who described a positive sense of belonging in school had strong intentions and higher confidence for attending college after high school. The results of this research will help educators improve programs, develop stronger relationships with students and strengthen the curriculum to better prepare students for high school and beyond.
This article summarizes research on the effects of labeling students as learning disabled. The author reviewed 34 studies from 1970 to 2000 that addressed the impact of the learning disabled label. Four key themes emerged from the literature: 1) Labels can influence the expectations, stereotypes and attitudes of teachers and peers towards students; 2) Labels may lead to stigmatization, rejection and social distance from others; 3) There is a disconnect between expressed attitudes towards labeled students and actual treatment of them; 4) The influence of a label depends on other salient information provided about the student. The author aims to synthesize both qualitative and quantitative research on this topic.
Hdfs 3700 Social Justice and Adolescence projectMaryLovegrove1
1) The document summarizes a study that examined how white youth understand structural racism. It involved interviews with 16 white 7th-8th graders.
2) The study found that developing an understanding of structural racism for white youth is a process that involves gaining initial awareness, reflecting independently and with others, developing empathy and perspective-taking, and grappling with their white identity.
3) Factors like parental socialization and multicultural education programs appeared to influence white youths' understanding of structural racism according to the study.
SOC 120-Research Proposal Part III_Including Extra Credit_Lisa CamarilloLisa Camarillo
This document outlines a research proposal examining how social identity and acceptance by mono-racial groups affects bi-racial individuals' self-acceptance and self-esteem. The proposal will use surveys and interviews at colleges to understand bi-racial individuals' experiences. Quantitative data will analyze demographics and qualitative data will explore questions about racial identity and belonging. The researcher will analyze themes in interviews and apply social identity and critical race theories to understand effects of marginalization on bi-racial individuals' identities.
Presented poster at Binghamton University's Graduate School of Education's Research Poster Day on how re-segregation in charter schools impact student achievement.
This document discusses integrating culturally responsive literature into the Common Core standards. It notes that the US student population is becoming increasingly diverse, with minorities projected to make up nearly 50% of students by 2023. However, the teaching population remains predominantly white females. The document advocates increasing teacher diversity and using literature that reflects students' cultures and backgrounds. It provides background on critical literacy and discusses how essential questions can frame curricular units to promote critical thinking about issues of power and social justice.
This study examines social and emotional competencies among 27 youth who left high school without graduating using a positive youth development framework. Through interviews, the researchers found that these youth exhibited strengths like making responsible decisions, goal-setting skills, and understanding their own development, despite facing individual, family, and community risk factors for leaving school early. The study aims to provide a more well-rounded perspective on these youth's capacities compared to past deficit-focused research, and implications for policies to better support youth at risk of leaving school.
Nathina Marion Kwon, Soo Ah, et al. Racial Segregation and th.docxvannagoforth
Nathina Marion
Kwon, Soo Ah, et al. “Racial Segregation and the Limits of International Undergraduate Student Diversity.” Race, Ethnicity & Education, vol. 22, no. 1, Jan. 2019, pp. 59–72. EBSCOhost, doi:10.1080/13613324.2017.1417830.
In this study of Kwon he talks about the challenges that influx Asians international undergraduate students in universities in the United States. Creating greater education and better social environments. He gets to talking about how Asians American student leaders and their organizations became difficult institutional task on diversity.
This article pertains to be a good source for my paper because it talks about a particular race that have trouble with being able to fit in with the university. Talks about segregation and racial discrimnation in the community. It could be a useful source for my paper. It’s useful because my topic is about racial discrimination and this source fits perfect.
Walker-DeVose, Dina C., et al. “Southern Assumptions: Normalizing Racialized Structures at a University in the Deep South.” Race, Ethnicity & Education, vol. 22, no. 3, May 2019, pp. 355–373. EBSCOhost, doi:10.1080/13613324.2017.1417256.
In this study of Walker-DeVose talks about race that’s critical such as how African Americans and White students at a PWI are diverse. He also talks about how Blacks interact with each other. He says when blaack and white socialize its common to say their post-racial environment. In his study he suggest that students of any race recognize the persistence of the racial discrimination.
This source could be a good source for my paper because it has aspects that talks more about race and how they interact on campus and each other. I think this article by far the best one I found because it get in depth with race discrimination in organziations , campuses, and each other. The goal of this source is to inform people on what goes on with each race and people who try to engage with people.
Holmes, Sarah E., and Sean Cahill. “School Experiences of Gay, Lesbian, Bisexual and Transgender Youth.” Journal of Gay & Lesbian Issues In Education, vol. 1, no. 3, Jan. 2004, pp. 53–66. EBSCOhost, doi:10.1300/J367v01n03_06.
In this study of Sarah Holmes she talks about how GLBT youth comes out more when their younger ages. She also gets into how the schools doesn’t do anything about how the kids of that community get harassed and bullied for being what they want to be. They face problems with racism and the risk of rejection by their community. If parents are apart of the GLBT their children become targets because of them and it affects their ability and focus at school.
This source I feel like wouldn’t be reliable for my paper but it could be a little useful. It could shape my paper in a way that could change my paper. It’s more about the LGBT side than just racism but it some parts of the source it talks about racism. It can be useful because the source is about how LGBT people have to go through things d ...
Yuming Liu
1630005
Professor Arthur
Writ 2-Essay One
Oct 31,2018
Xxx
Hi Katharine Mitchell,
I am Jessica Waldorf, a scholar research in Sex and Gender for 5 years, who just travel to Santa Cruz. And I write this paper for suggesting that UCSC should add a new major or some courses for students, which deal with the topic of Sex and Gender.
Over the last couple of years, significant changes have taken place in the world. As the world has entered the “Internet Age”, it has changed the entire face of the world, how life used to be and how things are right now. With this border context, some emerging problems which might be only cared for by a small group of people might evolve a heated discussion. Nowadays, with more and more incident and city news came out, like Harvey Weinstein’s and Trump’s sexual harassment news, more and more people start to care about “Sex and Gender” problems. What’s more, recently, in the scientific community, interdisciplinary research become a general trend of subject development. Because of this, the research of “Sex and Gender” as a cross-disciplinary subject must have more and more scientists to commit. The importance of Sex and Gender research can also be understood by the statement of Carol Colaterlla who is the associate dean at the Ivan Allen CLA and also co-director of the Center for the Study of Technology at the Georgia Institute of Technology, “Gender students as a field illustrates the potential of interdisciplinary scholarship in today’s scientific and technical university” (Carol, 2014). How can we miss the chance to build up such a subject, which is popular and have scientific research value, in such a beautiful campus?
In the United States, sex and gender education has always remained a hot debate or issue. “While the debate about sex and gender studies are mostly related to grad school and high school, there were rarely any talk about the discussion of sex and gender course at the collegiate level or graduation level” (Sollie, Donna & Kaetz, 1992). This actually tells a lot about as educationists and as a nation, we have failed to understand the importance of this education for students and how it will help them in the rest of their lives. Because of the resource available nowadays, there remains no reason why gender and sex courses should not become a part of educational institutions and teach to students. This is a humble effort of convincing the school to include gender and sex courses in their curriculum and play their part in educating students and prepare them for life completely. It should be taught as an essential course to all students – regardless of their fields. Just like language composition, report writing and math is taught to every student, sex and gender courses should also be introduced in the school. This task can be accomplished by creating multiple courses that meet the health science general education requirements. Although, we are always debate about when sex education shoul.
This article examines whether schools in the United States have truly integrated following the landmark Brown vs. Board of Education Supreme Court decision that ruled racial segregation in public schools to be unconstitutional. It discusses that while schools initially integrated after Brown, they have become increasingly segregated again since the 1970s-1980s. The article proposes merging multiple high schools within districts into larger, more integrated campuses as a potential solution to reduce segregation. It argues that discussions around how schools have re-segregated are needed to determine how to fully achieve the goals of Brown and educational equity for all students.
This document is a response to a comprehensive exam question about adolescent education and high school curriculum. It discusses the normative and empirical elements of adolescent education in the United States regarding outcomes of self-efficacy, civic participation, and dissent. The response draws on scholars like Durkheim, Dewey, Brighouse, and others to argue that while schools aim to socialize students, they also limit authenticity and diversity of thought. It asserts that explicitly teaching about dissent could increase students' self-efficacy and willingness to question dominant views, thereby better preparing them for civic participation and economic productivity as adults.
Dalia, bo & heather—gender & sexuality sykeshea
The document summarizes key aspects of four readings related to gender and sexuality education:
1) The first reading discusses developing anti-homophobia education through coming out stories, analyzing homophobic name-calling, and Pride Week activities. It also examines the limitations of "safe" and "positive" approaches.
2) The second analyzes literature at the intersections of heteronormativity and homonormativity in sex education. It discusses critical literacy and queer nationalism.
3) The third summarizes Judith Butler's theory that gender is performative rather than a fixed identity.
4) The fourth introduces questions about incorporating queer pedagogy more broadly in classrooms rather than just for LGBT
The Responsibility To Support Academic Freedomnoblex1
In the ideal the academy is a place where anything can and should be discussed with confidence and vigor; sadly the reality is somewhat different. In fact, many professors and their students live in fear. They are afraid of controversy, conflict, and violence. The mere mention of race, religion, and difference evokes considerable apprehension.
Source: https://ebookschoice.com/the-responsibility-to-support-academic-freedom/
Women Right Essay. Womens rights essay. 60 Catchy Women Rights Slogans and S...Cristina Araujo
Women's Rights Essay | Essay on Women's Rights for Students and .... 004 Essay Example Womens Rights ~ Thatsnotus. Women's Rights Essay - Blog | AssignmentHolic. Womens suffrage extended essay examples. I need help on an essay and the topic is womens rights.? - report574 .... 017 Essay Example Page 1 Womens ~ Thatsnotus. Archaicawful Womens Rights Essay ~ Thatsnotus. Empowering Women: A Historical Journey Towards Equality Free Essay Example.
An Avenue for Challenging Sexism Examining the High School Sociology Classro...Jessica Navarro
This document summarizes a research study that examined the beliefs and practices of six high school sociology teachers regarding their teaching of gender issues. The study found that the teachers viewed sociology class as an important way to reduce sexism and address gender inequity. The teachers believed sociology provided a space for students to grapple with these important issues. The teachers' own beliefs about gender and sexism strongly influenced what they saw as the purpose of sociology class and their instructional practices. The study recommends professional development for teachers on gender equity issues.
AUTHORGerald V. Mohatt Joseph Trimble Ryan A. DicksonTITLE.docxrock73
AUTHOR: Gerald V. Mohatt Joseph Trimble Ryan A. Dickson
TITLE: Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
SOURCE: Journal of American Indian Education 45 no3 Special Issue 38-59 2006
COPYRIGHT: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://coe.asu.edu/cie/
Since the Oglalas settled at Pine Ridge, it has been the contention of many policy makers that education is the panacea for the socio-economic ills besetting the society and the means for bringing Indians into the mainstream of American life. Education has been available to the Oglalas for 89 years and the problems remain almost as unresolved as they were that day in 1879 when Red Cloud helped to lay the cornerstone for the first school. For this (and other reasons), the educational system has often become the scapegoat among those impatient for greater progress. Blame has been placed on the schools for many of the social evils, personality disorders and general cultural malaise. But is it fair to expect the schools to counteract all of the negative aspects of the total socio-economic milieu? Is it realistic to expect the educational system alone to achieve a better life for the Oglalas when the environment offers few alternative economic goals and little opportunity to control one's destiny, when many children come from poverty-stricken and unstable family situations? True, the schools have failed in some respects, but the blame is not entirely theirs (Maynard & Twiss, 1970, p. 94).
Can we say the same thing today that was said by Maynard and Twiss and others 34 years ago? What accounts for American Indian/Alaska Native children dropping out at higher rates and having significantly lower academic performances than Euro-Americans? Is lower academic achievement due primarily to schooling or to community and familial factors? Are we following a path towards academic improvement for indigenous children? In this article, we argue that variables outside of the school environment and in-school variables must be carefully and concurrently considered in order to understand and improve the school performance and achievement of American Indian/Alaska Native children. Furthermore, for a culture-based education approach (CBE) to succeed it must chart a course toward a set of ideals and principles that are consistent with the dynamic nature of the lifeways and thoughtways of tribal or village cultures.
Culture-Based Educational Approach
The guiding assumption of CBE is that a discontinuity between home and school environments serves to confuse and alienate indigenous children, fostering a sense of inadequacy and lack of self-efficacy. Factors implicated in this discontinuity include value dif ...
The document discusses the Museum of Tolerance and its focus on racism in American history and the Holocaust. It describes how the museum discusses human rights, racism, and individual responsibility to speak up against racism and prevent future genocides. It then provides details about the Warsaw Ghetto Uprising during World War II, where Jewish resistance fighters held off German troops for over a month after being forced into the ghetto.
Integrating Antiracist Pedagogy into Your ClassroomUna Daly
This webinar will focus on how to integrate anti-racist pedagogy into your course both through classroom practices and the selection and updating of instructional materials. Professor Alisa Cooper, co-author, of the Anti-racist Discussion Pedagogy Guide, will share how instructors can prepare themselves and their students to conduct authentic discussions that support perspectives from traditionally underrepresented voices. Professor Shawna Brandle, author of It’s (Not) in The Reading: American Government Textbooks’ Limited Representation of Historically Marginalized Groups will share her research on why and how to evaluate and update openly licensed instructional materials to be anti-racist.
Speakers:
Dr. Alisa Cooper, English Professor, Glendale Community College, Maricopa College District, Arizona
Dr. Shawna M. Brandle, Political Science Professor, Kingsborough Community College, City University of New York.
When: Jan 22, 2021 12:00 PM Pacific Time (US and Canada)
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Studies found male students and dark-skinned students of both genders received disproportionate treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to create a fairer system and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Studies found male students and dark-skinned students of both genders received disproportionate treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to create a fairer system and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and curb prejudices that hinder student achievement.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and improve outcomes for all students.
The document discusses tackling inequity in school disciplinary practices. Research showed that Hispanic and dark-skinned students faced harsher treatment and punishment like suspensions at higher rates than other students. Further studies found male students and dark-skinned students of both genders faced discriminatory treatment. The authors propose shifting to a developmental approach focused on student growth rather than punishment to make discipline practices fair and curb prejudices that hinder student achievement.
Similar to Resistance in the Classroom Literature Review (20)
1. Running Head: RESISTANCE IN THE CLASSROOM 1
T
Resistance in the Classroom towards Oppression Related Topics: A Review of the Literature
Andrea Crespo
University of Texas at El Paso
2. RESISTANCE IN THE CLASSROOM 2
Abstract
The population of racially diverse students attending higher education in the United States is
continuously increasing. With this increase, issues are present regarding the resistance of students
towards learning about and talking about oppression-related course content. This literature review
will inform the reader with the controversy by the issue and whether there is a relation between
racism and/ or prejudice and students’ resistance to oppression related content, give information
on what methods are used to help with a resistance if it exists, give information on whether or not
resistance to learning oppression-related material can be avoided or eliminated, and lastly, provide
information on racism on campus and if experienced how it is dealt with.
3. RESISTANCE IN THE CLASSROOM 3
Resistance in the Classroom towards Oppression Related Topics: A Review of the Literature
With the constantly increasing population of ethnically diverse people in the United States,
the demand for a quality higher education for the people is clearly evident. With this demand for
a higher quality education, issues are present regarding students’ resistance towards oppression
related material affecting their overall understanding and mastery of the content being taught in a
certain course. Such a resistance is thought to be brought upon because of racism. It is the fear of
being perceived as racist or refusal to believe oneself or ones family/ancestors as being racist that
can cause there to be resistance to talking about or learning about oppression related topics for
white students. Students of color fear of talking about such topics because they deem to be
“accepted by whites,” (Tatum, 2004, p. 397) and don’t want to stand out. If such a resistance arises
to such topics, it is possible for professors have difficulty trying to get students to fully integrate
themselves into the coursework and understand and master certain material if the students refuse
to listen and learn about oppression material.
After much research and many studies, ways have been found for this resistance to be dealt
with and made less common. There are ways that professors themselves can make it easier on their
students to not fear about talking about oppression related topics as well as the professors
themselves teaching in a way in which is less “anti-discriminatory.” There are also identity
development theories students can use to deal with this oppression and can be used to better
assimilate them into the classroom setting and talking about these topics. However, the methods
of which are used to help with this resistance are not without controversy, as concerns arise as to
the negatives of using such methods to help with resistance. It is with this controversy that the
following four questions are need to be addressed:
4. RESISTANCE IN THE CLASSROOM 4
1. Is there a correlation between racism and/ or prejudice and a student’s resistance to
oppression-related course content?
2. What are some of the racial identity development theories used in regards to
students that show resistance towards oppression related topics, and how do these
theories affect the students?
3. Can instances of student resistance to oppression-related course content be avoided
and/or eliminated?
4. Are American college students impacted by racism on campus and in the classroom
and if so what actions do they take in relation to this?
The following review on literature will: provide information regarding resistance from
students towards oppression related topics such as racism, examine the impact racism has on
students examine the black and white racial identity development theories, and discuss what can
be done and implemented to eliminate student resistance to oppression-related course content.
Is there a correlation between racism and/ or prejudice and a student’s resistance to
oppression-related course content?
It is important to know the correlation between racism and/ or prejudice and a student’s
resistance to oppression-related course content in order to examine ways in which to reduce a
student’s resistance to oppression related topics if such a resistance exists. As stated in her
academic article, “Talking about Race, Learning about Racism,” Beverly Daniel Tatum (1992); a
highly renowned college professor who has researched the topic of resistance in classrooms
towards oppression related topics, states that racism is a “system of advantage based on race” and
that prejudice is a “preconceived judgment or opinion, often based on limited information.” (pg.1).
These two terms, racism and prejudice, are very abundant among our nation, and because racism
5. RESISTANCE IN THE CLASSROOM 5
and prejudice are inherent in our world, they stick with people from childhood to their grown up
years. Previous research from the article, “The Relationship Between Black
Racial Identity and Academic Achievement in Urban Setting,” states that “racially discriminatory
experiences” can influence a student academically. This affecting the way a student can react and
discuss content if it is related to oppressive content (Harper, 2007, p. 233).
Tatum (1992) states in her paper that growing up with racism and prejudice in our
environment as children, that as children we cannot take blame for taking in what we were taught
and believing it to be true. But, as we grow older, it is our responsibility to realize that certain
information we were taught we were misinformed about, and we need to gather the information
ourselves (p.8). Tatum (1992) also states that although many students may be interested in learning
more about such topics, “they are often most interested in hearing other people talk about it, afraid
to break the taboo themselves, and that “white children quickly become aware that their questions
about race raise adult anxiety, and as a result, they learn not to ask the questions.” With the issue
of students being resistant to learning about these oppression-related topics, it is necessary to be
informed on what some of the racial identity development theories are and how these theories can
affect students that use them.
What are some of the racial identity development theories used in regards to students that
show resistance towards oppression related topics, and how do these theories affect the
students?
Racial identity development theories are theories that are taught by some professors to their
students to help reduce the resistance of learning oppression related material. There are stages of
racial identity development that all students go through in some sort of from. Students go through
these racial identity developments as "a process of moving from internalized racism to a position
6. RESISTANCE IN THE CLASSROOM 6
of empowerment based on a positively affirmed sense of racial identity (Tatum, 2004, p. 3).” The
racial identity developments that different racial groups experiences, such as Caucasians compared
to African Americans, go through are different. Caucasians go through what is known as White
Racial Identity Development, a model gathered by Janet Helms in 1950. Whereas African
Americans and most people of color races go through the Black Identity Development, a model
put together by William Cross.
In the Black Racial Identity development theory, there are five stages that students go
through this process encounter. The five stages according to the academic journal by Cardozo
(2006), are Preencounter, Encounter, Immersion/Emersion, Internalization, and Internalization-
Commitment. Although there are five stages, some students may only go through certain stages
and skip other stages, as well as return to a certain stage more than once during their time of racial
identity development. The White Racial Identity Development theory has 6 stages, being Contact,
Disintegration, Reintegration, Pseudo-Independent, Immersion/Emersion, and Autonomy (Tatum,
2004, p. 13).
Professors in higher education institutions like to use these theories with their students in
an effort to teach them about the different stages that they will go through in an effort to be better
assimilated into society with a antiracist mentality. Many professors believe that helping their
students go through these processes will better aid them, and few research has showed there to be
any negatives towards using such theories. However, a study called “Reducing Student Prejudice
in Diversity-Infused Core Psychology Classes,” it is shown that although using these methods can
“decrease prejudice and stereotypes and to increase awareness, positive attitudes, and compassion
toward minority groups, (Hussey, Fleck & Warner, 2010, p.3)” once students actually leave the
classroom setting where they are learning these theories, and are put in “natural settings” where
7. RESISTANCE IN THE CLASSROOM 7
they need to apply these theories, they are faced with much difficulty and can backtrack multiple
steps in the developmental process, making them have to continuously repeat a step until they can
overcome situations in which they are faced with situations involving racism, some never
completing the entire process. And if these methods do not work, the same study above states that
maybe “less direct methods of prejudice may be needed for these individuals, such as positive
intergroup contact (p. 2).” With these theories readily available to teach, the question arises to
whether instances of such resistances to oppression related material content can be avoided or
eliminated.
Can instances of student resistance to oppression-related course content be avoided and/or
eliminated?
Many professors believe that with the use of racial identity developments as explained
above can completely eliminate instances of student resistance to oppression-related course
content. Studies have shown much success with the use of these theories eliminating this resistance
for some students completely. As shown in her study, Beverly Daniel Tatum (1992) gives excerpts
of interviews with her students in a course where the racial identity theories were applied. One of
the students who was interviewed states that before the class with Tatum she “had begun to become
actively resistant to racism” but after taking the class with Tatum and using the White Racial
Identity Development Theory, she was “now trying to educate myself (p. 21).” This interview
shows that it is possible to eliminate and avoid resistance to oppression-related course content. It
is also shown through the results of a study called “Racial Discrimination and Racial Socialization
as Predictors of African American Adolescents’ Racial Identity Development Using Latent
Transition Analysis,” (2012) that reduction of resistance “over time among Black and Latino”
decreased.
8. RESISTANCE IN THE CLASSROOM 8
However, there are also studies that provide research that avoidance and elimination of
resistance to oppression related material is not always possible for everyone. In her research paper,
Raising Male Privilege Awareness and Reducing Sexism: An Evaluation of Diversity Courses,
Case (2007) states that the results of her study of elimination of resistance towards oppression
related content courses, that between a course where oppression related material content was
involved and another class where such content wasn’t included that the differences in the opinion
of the students toward the end of the courses “was not significantly different (p.1).” Case’s research
even showed that male students are not as easily affected by such courses and there is not a high
level of change in their resistance attitudes at all (p. 2).
Are American college students impacted by racism on campus and in the classroom and if
so what actions do they take in relation to this?
It is believed that the resistance to oppression-related content that might occur amongst
college students is related to past personal experiences of racism. Figure 1 demonstrates the data
from an unscientific online survey conducted by the author to see how many college students have
ever seen or personally experienced any form of racism on their campus. This survey was
conducted at the University of Texas at El Paso campus, where sixty-three randomly selected
participants from the UTEP campus were asked if they had any personal experiences with either
seeing or experiencing racism on campus. The results of the survey displayed that about 10% or 6
people had not seen or experienced any form of racism on campus. On the other hand, about 90%
or 57 people stated that they had either seen or personally experienced racism on campus (see
Figure 1):
Figure 1. A graph showing survey response to the question: “Have you ever either seen or
personally experienced racism on campus?”
9. RESISTANCE IN THE CLASSROOM 9
These results cannot be compared to the U.S. population as a whole, however, the results of this
small sample may show that students on college campuses have either seen or personally
experienced racism on campus. And as shown in a model in the paper, “Racial Discrimination and
Racial Socialization as Predictors of African American Adolescents’ Racial Identity Development
Using Latent Transition Analysis,” called the Nigresence model “posits that an encounter with
racism or racial discrimination may trigger the exploration of racial identity (Seaton, Yip, Morgan-
Lopez & Sellers, 2012, p. 2).
Students that experience racism on campus all take different kinds of action in relation to
this racism. Some students that experience racism on campus consciously chose to do nothing
about the situation, as shown in an interview conducted by the author with a Caucasian college
student who was also a participant in the previous survey discussed above. The student, Angela
Wheeler, states that she had seen racism on campus many times before amongst her close group
of friends but states that she felt that calling someone out on being racist was such a sore topic that
she refused to bring it up for fear of being wrongly judged by her close group of friends. It is also
57 people (90 %)
6 people
(10 %)
Have you ever seen or experienced any form
of racism on campus?
Yes
No
10. RESISTANCE IN THE CLASSROOM
10
stated in Case’s (2007) paper, “Raising Male Privilege Awareness and Reducing Sexism: An
Evaluation of Diversity Courses,” that some students have extremely traumatic past experiences
with racism that when they have to go through theories such as the black racial identity theory in
order to take action in relation to racism, that they have a lot of difficulty because they don’t want
to have to relive such horrible experiences, so they choose to ignore situations (p.7).
Although some students chose to take no action in regards to racism on campus other
students do the opposite. Laura Brown, an African American, and another student that had
participated in the survey, was interviewed and asked how she took action and dealt with in relation
to racism on campus. Her response to this question was:
When I experience racism I try and understand that other people were raised differently
and that they might have been raised in a way in which they were misinformed and believe
certain stereotypes to be true. I try to deal with it by politely confronting the person about
what exactly they did and how it might be perceived by others and how it affects me and
hurts me. I feel that if people don’t confront the problem themselves and don’t try to
understand why someone might have acted or said something in a racist manner, then it
might keep building up inside and cause them to be extremely angry (Personal
Communication, March 23rd,2013).
This excerpt from the interview with Laura Brown and the previous from Angela Wheeler’s
interview show the different approaches that student’s take in relation to experiencing racism on
campus.
Conclusion
With the continuously growing population of racially diverse citizens in the United States
also grows the need for these citizens to gain a quality higher education. Along with the increase
11. RESISTANCE IN THE CLASSROOM
11
of racial variety of students on college campuses, the controversy of issue of resistance of students
to learning and talking about oppression-related course content arises. Controversy on this issue,
although minimal, still exists. Whether or not racism and/ or prejudice is correlated to a student’s
resistance to learning and talking about oppression-related content is debatable. The effects of the
racial identity development theories on students that use them have been shown with research to
mainly be positive, however, some research states that using these development theories can prove
to be difficult for certain individuals. Whether or not such a resistance can be eliminated or avoided
is proven to be controversial as some students have an easier time dealing with the situation than
others. As evidence show racism appears to be present on college campuses, the way in which
students take action in relation to such racism can be different for everyone. Future research is
needed to better explain and examine the resistance and the controversy behind it.
12. RESISTANCE IN THE CLASSROOM
12
References
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