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Full-Text Articles in Education
Promoting Diversity Through Multilevel Activism: An Organizational Approach, Patricia Alvarez Mchatton, Barbara J. Shircliffe, Deirdre Cobb-Roberts
Promoting Diversity Through Multilevel Activism: An Organizational Approach, Patricia Alvarez Mchatton, Barbara J. Shircliffe, Deirdre Cobb-Roberts
Educational and Psychological Studies Faculty Publications
The National Council for Accreditation of Teacher Education (NCATE) was founded in 1954 to serve as an independent body in promoting high quality teacher preparation programs (NCATE 2008). Its mission is to ensure accredited institutions produce high quality educators, administrators, and specialists able to meet the needs of all learners. Institutions seeking NCATE accreditation must address six standards NCATE identified as essential to producing quality educators: (1) Candidate knowledge, skills and professional dispositions; (2) Assessment system and unit evaluation; (3) Field experiences and clinical practice; (4) Diversity; (5) Faculty qualifications, performance, and development; and (6) Unit governance and resources. This …
Tedious Journeys: Autoethnography By Women Of Color In Academe Edited By Cynthia Cole Robinson And Pauline Clardy, Deirdre Cobb-Roberts, Vonzell Agosto
Tedious Journeys: Autoethnography By Women Of Color In Academe Edited By Cynthia Cole Robinson And Pauline Clardy, Deirdre Cobb-Roberts, Vonzell Agosto
Educational and Psychological Studies Faculty Publications
No abstract provided.
Betwixt Safety And Shielding In The Academy: Confronting Institutional Gendered Racism—Again, Deirdre Cobb-Roberts
Betwixt Safety And Shielding In The Academy: Confronting Institutional Gendered Racism—Again, Deirdre Cobb-Roberts
Educational and Psychological Studies Faculty Publications
This article represents a critical reflection of a Black African American female associate professor who, while teaching a diversity course, unknowingly enabled systems of power and privilege to undermine her faculty role in the course and in the academy. The author revisits a story of this experience and its vestiges using Critical Race Theory (CRT) and an autoethnographic approach. In doing so, she comes to terms with her complicity in supporting White supremacy and patriarchy and reclaims a voice previously suppressed yet still vulnerable in the matrix of institutional power. Two significant shifts are captured in this account--a narrative shift …