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- Cheryl Matias (22)
- Nancy L. Commins (16)
- Carlos P. Hipolito-Delgado (7)
- Dorothy Garrison-Wade (6)
- Dr. Tae-Young Kim (김태영, 金兌英) (6)
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- Susan Adams (5)
- Amber A Hewitt (3)
- Bryn Harris (3)
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Articles 31 - 60 of 114
Full-Text Articles in Education
Parents And Public Schools: The Experiences Of Four Mexican Immigrant Families, Nancy Commins
Parents And Public Schools: The Experiences Of Four Mexican Immigrant Families, Nancy Commins
Nancy L. Commins
Relates the results of a study of four Mexican-American immigrant families and the public school system. Describes communication problems between these families and schools and special fears and barriers that immigrants experience. Interviews found that parents were interested in their children's education but unsure how to contribute.
Cohesion In Spoken And Written Dialogue: An Investigation Of Cultural And Textual Constraints, Johanna Destefano, Rebecca Kantor
Cohesion In Spoken And Written Dialogue: An Investigation Of Cultural And Textual Constraints, Johanna Destefano, Rebecca Kantor
Rebecca Kantor
Interactions of language, culture, minority group membership, and literacy instruction in schools have evidently spelled success for some children but not for others. The purpose of this study was to explore an area of intersection among language use, ethnolinguistic group membership, and literacy learning materials to provide additional insight into the higher rates of literacy problems in urban black and Appalachian cultures. Specifically, it investigated how the informal discourse modes, exemplified by mother-child dialogue in a child's home environment, compared and contrasted with more formal discourse modes, exemplified by dialogue among characters in basal reader stories and in children's storybooks. …
Addressing Barriers To Cultural Sensibility Learning: Lessons From Social Cognition Theory, Andrea A. Curcio
Addressing Barriers To Cultural Sensibility Learning: Lessons From Social Cognition Theory, Andrea A. Curcio
Andrea A. Curcio
Understanding subconscious biases, their pervasiveness, and their impact on perceptions, interactions, and analyses, helps prepare lawyers to represent people from cultural and racial backgrounds different from their own, and to address both individual and institutional injustice. Two law student surveys suggest many students believe lawyers are less susceptible than clients to having, or acting upon, stereotypes or biases. The survey results also indicate that many students suffer from bias blind spot – i.e. they believe that while others cannot recognize when they are acting based upon stereotypical beliefs and biases, the students know when they are doing so. The survey …
Discussing Findings From Young Black Male Story Circles At Ua, Philathia Bolton, Amber Hewitt, Carolyn Behrman, Geniro Dingle, Bill Lyons
Discussing Findings From Young Black Male Story Circles At Ua, Philathia Bolton, Amber Hewitt, Carolyn Behrman, Geniro Dingle, Bill Lyons
Amber A Hewitt
We ran pilot story circles this semester with young black male students at UA seeking information we might use to help white faculty better support black male students in their classrooms. We will present our preliminary findings and facilitate a conversation about the findings and our larger project.
Black Males And Counseling: Dispelling Myths, Kia-Rai Prewitt, Amber Hewitt
Black Males And Counseling: Dispelling Myths, Kia-Rai Prewitt, Amber Hewitt
Amber A Hewitt
Mental illness is marked by chronic and pervasive stigma within the African American community. Black males, in particular, are less likely to seek out mental health support, when compared with their female counterparts. Several myths about counseling exist for this population, which can lead to a reduction in help-seeking behavior. The current presentation will engage members in a dialogue which seeks to dispel myths about gender, race, and counseling services and further discuss how the intersection of these variables impact the seeking out of psychological services. The presenters will demystify the counseling process and provide a platform for individuals to …
Film Screening Of "Hip-Hop: Beyond Beats And Rhymes", Amber Hewitt, Naomi Drakeford, Anjni Patel, Sarah Sanders, April Barnes, Thomas Vance, William Osei
Film Screening Of "Hip-Hop: Beyond Beats And Rhymes", Amber Hewitt, Naomi Drakeford, Anjni Patel, Sarah Sanders, April Barnes, Thomas Vance, William Osei
Amber A Hewitt
Hip-hop birthed in the 1970s in New York City began as movement of cultural expression. Today, hip hop is considered “mainstream” and has been criticized for its excessive violence, hypemasculinity, and homophobia. “Hip Hop: Beyond Beats and Rhymes”, by film maker Byron Hurt, takes a critical look at hip hop and its impact on society’s perceptions of Black men. Hurt, a fan of hip hop, tackles tough questions about how hip hop is shaping our culture. The film screening will be moderated by a researcher and professor with expertise in Black male identity and resilience. After the screening, participants will …
Cultural Vibrancy: Exploring The Preferences Of African American Children Toward Culturally Relevant And Non-Culturally Relevant Lessons, Darlene Sampson, Dorothy Garrison-Wade
Cultural Vibrancy: Exploring The Preferences Of African American Children Toward Culturally Relevant And Non-Culturally Relevant Lessons, Darlene Sampson, Dorothy Garrison-Wade
Dorothy Garrison-Wade
Despite the laudable intent of various educational initiatives in raising the achievement level of all children, limited progress has been made. In an effort to diminish the achievement gap of students of color, some researchers have examined the cultural relevancy of the curriculum in promoting student achievement. The purpose of this mixed methods study was to explore the preferences of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings of this study. This study takes place in …
Affirmative Action: History And Analysis, Dorothy Garrison-Wade, Chance Lewis
Affirmative Action: History And Analysis, Dorothy Garrison-Wade, Chance Lewis
Dorothy Garrison-Wade
From its inception, affirmative action policies were created to improve the employment and/or educational opportunities for members of minority groups and women. Even today, however, the debate continues over the future of affirmative action. Proponents offer empirical evidence illustrating that affirmative action has been favorable in aiding minorities and/or women to achieve parity in seeking education at the most elite institutions in this country. This empirical evidence has focused on descriptive statistics such as increasing enrollment for minorities (NCES, 2001). Research supports that affirmative action promotes academic and social development for all students; diverse classrooms do not weaken student quality …
The Impact Of White Teachers On The Academic Achievement Of Black Students: An Exploratory Qualitative Analysis, Bruce Douglas, Chance Lewis, Adrian Douglas, Malcom Scott, Dorothy Garrison-Wade
The Impact Of White Teachers On The Academic Achievement Of Black Students: An Exploratory Qualitative Analysis, Bruce Douglas, Chance Lewis, Adrian Douglas, Malcom Scott, Dorothy Garrison-Wade
Dorothy Garrison-Wade
In today's school systems, students of color, particularly in urban settings, represent the majority student populations (Lewis, Hancock, James, & Larke, in press). Interestingly, the educators--teachers and administrators--that comprise these settings are predominately White, and, in turn, the students of color commonly face pressures that students who do not share the racial and cultural background of the educators do not (Landsman & Lewis, 2006). This study on black student perceptions of their White teachers is grounded in Milner's (2006) theoretical assumptions, which focus on problems that White teachers commonly experience when teaching students of color, particularly African American students in …
“Push It Real Good!”: The Challenge Of Disrupting Dominant Discourses Regarding Race In Teacher Education, Kara Viesca, Cheryl Matias, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo
“Push It Real Good!”: The Challenge Of Disrupting Dominant Discourses Regarding Race In Teacher Education, Kara Viesca, Cheryl Matias, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo
Dorothy Garrison-Wade
Despite efforts to redesign an urban teacher education program for social justice and equity, faculty became aware of racialized issues teacher candidates of color faced in the program. Therefore, this study examined the perspectives of teacher candidates to learn about how race is impacting teaching and learning for pre-service teachers. Overall, we discovered the dominant narratives, often called majoritarian stories (Love, 2004), were extremely difficult to disrupt and essentially remained largely intact for teacher candidates in our program. In addition, we found that majoritarian stories helped to maintain a level of superficiality for teacher candidates regarding issues of race. For …
“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?” Applying Crt And Cws To Understand The White Imaginations Of White Teacher Candidates, Cheryl Matias, Kara Mitchell, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon
“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?” Applying Crt And Cws To Understand The White Imaginations Of White Teacher Candidates, Cheryl Matias, Kara Mitchell, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon
Dorothy Garrison-Wade
Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse—a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, …
Tips For School Principals And Teachers: Helping Black Students Achieve [Book Chapter], Dorothy Garrison-Wade, C. Lewis
Tips For School Principals And Teachers: Helping Black Students Achieve [Book Chapter], Dorothy Garrison-Wade, C. Lewis
Dorothy Garrison-Wade
No abstract provided.
Discussing Findings From Young Black Male Story Circles At Ua, Philathia Bolton, Amber Hewitt, Carolyn Behrman, Geniro Dingle, Bill Lyons
Discussing Findings From Young Black Male Story Circles At Ua, Philathia Bolton, Amber Hewitt, Carolyn Behrman, Geniro Dingle, Bill Lyons
Phlathia Bolton
We ran pilot story circles this semester with young black male students at UA seeking information we might use to help white faculty better support black male students in their classrooms. We will present our preliminary findings and facilitate a conversation about the findings and our larger project.
Audacious Translation: On Being Haunted And Getting Lost On The Way To Translating Spivak. A Reflection On Spivak’S “Translating Into English”, Susan R. Adams
Audacious Translation: On Being Haunted And Getting Lost On The Way To Translating Spivak. A Reflection On Spivak’S “Translating Into English”, Susan R. Adams
Susan Adams
In “Translating Into English” within An Aesthetic Education in the Era of Globalization (2012), Spivak eludes apprehension, spurns comprehension, and resists neat translation as I, an American educator, attempt to make sense of what is meant by an aesthetic education as Spivak translates the act of translation. Caught and othered as a language broker in learning the double bind of translation, I find no answers, only new questions as I grope toward ways to conceptualize and to name this moment for translators and language educators: (1) What does it mean to be a translator?; (2) Can and should the convenient …
The Joys And Sorrows Of Teaching High School Esl: Sarangarel's Story, Susan R. Adams
The Joys And Sorrows Of Teaching High School Esl: Sarangarel's Story, Susan R. Adams
Susan Adams
Dr. Adams' contribution to: In M. Robbins (Ed.), The pressures of teaching: How teachers cope with classroom stress (pp. 87-98). New York: Kaplan Publishing.
The Importance Of Culture In Second And Foreign Language Learning, Sheeraz Ali, Bahram Kazemian, Israr Hussain Mahar
The Importance Of Culture In Second And Foreign Language Learning, Sheeraz Ali, Bahram Kazemian, Israr Hussain Mahar
Bahram Kazemian
English has been designated as a source of intercultural communication among the people from diverse linguistic and cultural backgrounds. A range of linguistic and cultural theories contribute meaningful insights on the development of competence in intercultural communication. The speculations suggest the use of communicative strategies focusing on the development of learners’ efficiency in communicating language through cultural context. However, the teaching of culture in communication has not been paid due importance in a number of academic and language settings of Pakistan and Iran. This assignment study indicates problems in view of teaching English as a medium of instruction in public …
The Impact Of A Cultural Immersion Study Abroad Experience In Traditional Chinese Medicine, Shelley Flippen Conroy, Helen M.
The Impact Of A Cultural Immersion Study Abroad Experience In Traditional Chinese Medicine, Shelley Flippen Conroy, Helen M.
Shelley Flippen Conroy
Study abroad programs have increased dramatically. Most programs are short-term and include a cultural immersion as well as classroom and/or service learning. In this article, the authors discuss a study abroad program to China that included cultural immersion and classroom learning specific to traditional Chinese medicine. Participants kept journals with specific writing assignments and reflections about their experiences during the trip. At the conclusion of the trip, a qualitative survey was administered to the participants. Outcomes included the benefits of cultural immersion and a greater appreciation of cultural diversity, complementary and alternative medicine and holistic health care. Participants were able …
Latino Language Minority Students In Indiana: Trends, Conditions, And Challenges. Special Report, Bradley Levinson, Katie Bucher, Lauren Harvey, Rebecca Martinez, Becky Perez, Russell Skiba, Bryn Harris, Peter Cowen, Choong-Guen Chung
Latino Language Minority Students In Indiana: Trends, Conditions, And Challenges. Special Report, Bradley Levinson, Katie Bucher, Lauren Harvey, Rebecca Martinez, Becky Perez, Russell Skiba, Bryn Harris, Peter Cowen, Choong-Guen Chung
Bryn Harris
This Special Report surveys existing conditions for Latino [superscript 1] language minority students in Indiana's schools and identifies the most significant problems and challenges for improving their learning. The report opens with an overview of recent demographic shifts in Indiana's K-12 student population, and makes an important distinction between Indiana's long-standing and newcomer Latino populations; the latter account for the dramatic increase in the language minority population. The report then considers the culturally competent psychological assessment of ELL students. School psychologists, especially, bear the responsibility of balancing formal with informal assessments that take into account the unique cultural characteristics of …
R.A.C.E. Research And Advocacy In Critical Education, Cheryl Matias
R.A.C.E. Research And Advocacy In Critical Education, Cheryl Matias
Cheryl Matias
No abstract provided.
The Miseducation Of Youth: A Panel To Discuss The State Of Ethic & Chican@ Studies, Cheryl Matias
The Miseducation Of Youth: A Panel To Discuss The State Of Ethic & Chican@ Studies, Cheryl Matias
Cheryl Matias
No abstract provided.
Edfn 5050 Critical Issues In American Education: Advocating For Education In The 21st Century, Melissa M. Burrows, Cheryl Matias
Edfn 5050 Critical Issues In American Education: Advocating For Education In The 21st Century, Melissa M. Burrows, Cheryl Matias
Cheryl Matias
For more information on R.A.C.E. or this course, please contact CHERYL.MATIAS@UCDENVER.EDU
Betwixt And Between The Colonial And The Postcolonial, Cheryl E. Matias
Betwixt And Between The Colonial And The Postcolonial, Cheryl E. Matias
Cheryl Matias
No abstract provided.
“I Ain’T Your Doc Student”: The Overwhelming Presence Of Whiteness And Pain At The Academic Neo-Plantation (Book Chapter), Cheryl Matias
“I Ain’T Your Doc Student”: The Overwhelming Presence Of Whiteness And Pain At The Academic Neo-Plantation (Book Chapter), Cheryl Matias
Cheryl Matias
No abstract provided.
An Eye On Pinoy: Getting Connected, Cheryl E. Matias-Padua
An Eye On Pinoy: Getting Connected, Cheryl E. Matias-Padua
Cheryl Matias
No abstract provided.
To Lumpia Or To Not Lumpia: A Counterstory Of Multicultural Racial Microaggression (Book Chapter), Cheryl E. Matias
To Lumpia Or To Not Lumpia: A Counterstory Of Multicultural Racial Microaggression (Book Chapter), Cheryl E. Matias
Cheryl Matias
No abstract provided.
Whiteness In Academia: Counter-Stories Of Betrayal And Resistance, Cheryl E. Matias, Naomi Nishi, Roberto Montoya
Whiteness In Academia: Counter-Stories Of Betrayal And Resistance, Cheryl E. Matias, Naomi Nishi, Roberto Montoya
Cheryl Matias
No abstract provided.
Dirty Dancing With Race And Class: Microaggressions Toward First-Generation And Low Income College Students Of Color, Geneva Sarcedo, Cheryl Matias, Roberto Montoya, Naomi Nishi
Dirty Dancing With Race And Class: Microaggressions Toward First-Generation And Low Income College Students Of Color, Geneva Sarcedo, Cheryl Matias, Roberto Montoya, Naomi Nishi
Cheryl Matias
No abstract provided.
Beyond The Face Of Race: Emo-Cognitive Explorations Of White Neurosis And Racial Cray-Cray, Cheryl E. Matias, Robin Diangelo
Beyond The Face Of Race: Emo-Cognitive Explorations Of White Neurosis And Racial Cray-Cray, Cheryl E. Matias, Robin Diangelo
Cheryl Matias
The article discusses the term emo-cognitions which is use to capture the interplay between cognitions and emotions, and implicate the behavior of People of Color such as the White people. Topics include the term racial cray-cray, the studies on how White people response to racial material and racialization, and describing White supremacy as the unnamed political system. Also mentioned are African Americans' consciousness on White norms and racial ignorance.
White Face, Black Friend: A Fanonian Application To Theorize Racial Fetish In Teacher Education, Cheryl Matias
White Face, Black Friend: A Fanonian Application To Theorize Racial Fetish In Teacher Education, Cheryl Matias
Cheryl Matias
In Black Skin, white masks (1967, Grove Press) , Franz Fanon uses a psychoanalytic framework to theorize the inferiority-dependency complex of Black men in response to thecolonial racism of white men. Applying his framework in reverse, this theoretical article psychoanalyzes the white psyche and emotionality with respect to the racialization process of whites and their racial attachment to Blackness. Positing that such a process is interconnected with narcissism, humanistic emptiness, and psychosis, this article presents how racial attach-ment becomes racial fetish . Such a fetish reifies whiteness by accumulating fictive kinshipswith friends of color; hence, the common parlance of ‘But …
Check Yo’Self Before You Wreck Yo’Self And Our Kids: Culturally Responsive White Teachers?, Cheryl E. Matias
Check Yo’Self Before You Wreck Yo’Self And Our Kids: Culturally Responsive White Teachers?, Cheryl E. Matias
Cheryl Matias
Numerous studies show the effectiveness of culturally responsive teaching with urban students of color. Yet few articulate the dynamics of how whiteness impacts the delivery of culturally responsive teaching. Using critical whiteness studies, critical race theory, and Black feminist concepts, this article interrogates the effectiveness of White teachers who engage in culturally responsive teaching without first interrogating their whiteness. Counterstories are used as well as responses from White teacher candidates who matriculated in an urban-focused teacher education program that explicitly focuses on culturally responsive teaching to provide answers to three poignant questions - What happens when cultural responsiveness is co-opted …