Education Commons^™

Tarred And Feathered: Umaine’S Hidden Connection To The Red Summer Of 1919 Event, University Of Maine Clement And Linda Mcgillicuddy Humanities Center

Social Justice: Diversity, Equity, & Inclusion

Screenshot of a webpage for the event "Tarred and Feathered: UMaine’s Hidden Connection to the Red Summer of 1919" which featured a talk from Karen Sieber, Humanities Specialist at the McGillicuddy Humanities Center. The event was co-sponsored by the McGillicuddy Humanities Center and the Office for Diversity and Inclusion.

Using Monuments To Teach About Racism, Colonialism, And Sexism, Susan Phillip

Publications and Research

This chapter examines how an interdisciplinary high-impact practice approach to teaching and learning using selected contested monuments can reveal intersections of racism, colonialism, and sexism, and lay the foundation for students’ civic engagement. In place-based and virtual experiences, students observe and investigate local and national monuments, integrating knowledge from multiple disciplines, including history, psychology, art, culture, and tourism. Students make critical analyses about how monuments reveal power relationships in our society. Students from various disciplines explore the origin of contested monuments, the evolving national and local debates around them, and their effect on students’ learning to evaluate historical, contemporary, and …

The Experiences Of Non-Tenure-Track Faculty Members Of Color With Racism In The Classroom, Ryan Rideau, Claire K. Robbins

To Improve the Academy: A Journal of Educational Development

Using critical race theory, this qualitative study examined the ways non-tenure-track faculty members of Color (NTFOCs) experienced racism in their classroom environments. The sample consisted of 24 NTFOCs who worked at 4-year historically White colleges and universities. Findings revealed that NTFOCs experienced racism in their classrooms in three ways: negative evaluations, different treatment than White colleagues, and feeling unsafe in the classroom. While these findings are consistent with the experiences of tenure-track and tenured faculty members of Color, the implications for NTFOCs, particularly in terms of their employment, are stark. The article concludes with recommendations for how educational developers can …

Editorial: The Humanity Of Marginalized Communities Is Not Up For Political Debate, Nate Poole

Social Justice: Diversity, Equity, & Inclusion

On Wednesday, Sept. 23, 2020, one of the three Louisville police officers that shot and killed Breonna Taylor while raiding her apartment in March was indicted on three counts of wanton endangerment of Taylor’s neighbors, but not the shooting of Taylor herself. The grand jury decision quickly reignited Black Lives Matter protests and outrage in Louisville and across the U.S., and rightfully so. Kentucky law describes the charge against Officer Brett Hankinson as “extreme indifference to the value of human life.” Woefully misplaced as it is, Officer Hankinson should not be the only recipient of this indictment. Rather, the entire …

The Journey To Antiracism: White Identity Development For White Faculty Members At Predominantly White Higher Education Institutions, Morgan Harthorne

Master's Projects and Capstones

Students of color experience feelings of isolation, exhaustion, and tokenization in predominantly white higher education spaces (Smith, Yosso, Solorzano, 2006). Specifically, students of color feel ostracized and tokenized in the classroom. This experience contributes to an overall culture of Whiteness within higher education and leads to the lack of engagement and belonging of students of color. It also supports the systems of racism and White supremacy within the academy. This field project analyzes the experiences of students of color and provides a series of seven workshops for White faculty to begin their journey toward antiracism in the classroom. This field …

Implicit Bias Training For Woke Faculty, Reshmi Dutt-Ballerstadt

Faculty Publications

Dr. Reshmi Dutt-Ballerstadt pens a satirical memo from higher education administrators to faculty regarding implicit bias training.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

We're Here, We Exist: An Exploration Of How Second-Generation Afro-Caribbean College Women Make Meaning Of Their Race, Ethnicity, And Gender, Emmanuela P. Stanislaus

FIU Electronic Theses and Dissertations

This case study was situated within Florida International University and explored how second-generation Afro-Caribbean college women make meaning of their race, ethnicity, and gender. This dissertation expands the existing scholarship on Black college students who have historically been presented as monolithic. Furthermore, my study illuminates how the race, ethnicity, and gender intersect to complicate the experiences of these women. Additionally, my research highlights how the surrounding community of a college campus impacts second-generation Afro-Caribbean college women’s ideas of belonging.

This study involved two semi-structured interviews with 9 undergraduate college women attending FIU. All women self-identified as second-generation Afro-Caribbean. This two-interview …

Chancellor Messages_An Imperative For Change, Dannel P. Malloy

Chancellor

Message to the University of Maine System community from Chancellor Dannel P. Malloy affirming the University of Maine System's condemnation of racial injustice and violence against Black Americans, in light of the death of George Floyd.

President Statement Regarding Racist Messages, June 4, 2020, Joan Ferrini-Mundy

General University of Maine Publications

Message from Joan Ferrini-Mundy, University of Maine President to the University of Maine community regarding the racist social media posts of a prospective incoming student.

President Community Message Regarding The Death Of George Floyd, May 30, 2020, Joan Ferrini-Mundy

General University of Maine Publications

Message from Joan Ferrini-Mundy, University of Maine President to the University of Maine community regarding the death of George Floyd and racism.

Anti-Racism In Higher Education: A Model For Change, Allison N. Ash, Redgina Hill, Stephen Risdon, Alexander Jun

Race and Pedagogy Journal: Teaching and Learning for Justice

Racism continues to persist in higher education and traditional diversity initiatives that focus only on support resources and tolerance training continue to fall short in making lasting change on college and university campuses. The purpose of this scholarly paper is to present a model for change within higher education that distributes leadership and institutional power across racial lines and enlightens the White community about systemic inequities.

Lecturer Discusses 'White Privilege', Angela Flandaca

Social Justice: Diversity, Equity, & Inclusion

Article from the University of Maine student newspaper The Maine Campus on University of Maine lecturer Tim Wise's thoughts on 'white privilege'.

An Act Of Courage: Providing Space For African American Graduate Students To Express Their Feelings Of Disconnectedness, Dr Frederick V. Engram Jr

The Vermont Connection

The purpose of this article is to discuss the lived experiences of African American graduate students (master’s level) enrolled at a predominantly white institution (PWI). I explore the experiences of graduate students lacking connection to their institution. I will also explore how institutional and systemic racism impact creating a space for African American graduate students to persist. I examine how persistence allows for these students to complete their degrees and feel a sense of connectedness to the institution. I will use the television (TV) series A Different World and The Quad to draw comparison and contrast to African American students’ …

In Our Own Words: Institutional Betrayals, Reshmi Dutt-Ballerstadt

Faculty Publications

When Dr. Reshmi Dutt-Ballerstadt, professor of English at Linfield College, asked a large group of underrepresented faculty members why they left their higher education institutions, they told her the real reasons for their departures — those that climate surveys don't capture.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

Editorial: Diversifying Hollywood Is In The Hands Of The Consumers, Liz Theriault

Social Justice: Diversity, Equity, & Inclusion

“Once you overcome the 1-inch-tall barrier of subtitles, you will be introduced to so many more amazing films," Bong Joon-Ho said, calling out the cultural shortsightedness that plagues Hollywood, in his 2020 Golden Globe acceptance speech for his film "Parasite." His words rang true for minorities everywhere, who sat through yet another award show celebrating predominantly white men.

S.I.S. (Suffering In Silence): The Influence Of Educational Attainment On Black Women’S Health, Quiana Chakeena Jones

Graduate Research Theses & Dissertations

The purpose of this qualitative, narrative inquiry study was to explore the influence of educational attainment on Black women’s perceptions of their health. Empirical research indicates the causes of stress and other health concerns pertaining to Black women are often rooted in racism and discrimination. Within the literature, the barriers that many African American women face within the educational system on all levels are discussed. However, there are few studies that have specifically researched the connection between educational attainment regarding receiving bachelorette degrees or higher and how or if that has an influence on Black women’s health. As such, the …

Black Minds Matter: A Phenomenological Inquiry Examining The Prevalence Of Racial Trauma Among Black Doctoral Students, Jazmyne Markeeva Peters

Electronic Theses and Dissertations

Systemic and institutionalized racism is endemic to life in the United States and contributes to the daily marginalization of Black people. While the negative psychological and physiological effects of racism have been well-documented, the notion that racism can be experienced as a trauma is a newer theory. Racial trauma has been understudied and underappreciated, though it is a theory that clinicians should incorporate when working with Black clients and other clients of color. Exploring the ways in which Black doctoral students attending a predominantly White institution (PWI) have experienced racism is an essential contribution to the existing racial trauma literature. …

A New Paradigm For Improving Race Relations, Teresa Reed

Faculty Scholarship

No abstract provided.

Book Review: Interrupting Racism: Equity And Social Justice In School Counseling, Diana Camilo Ed.D

Journal of College Access

No abstract provided.