Race and Ethnicity Commons^™

The Impact Of Documentation Status On The Educational Attainment Experiences Of Undocumented Hispanic/Latino Students, Brittanie Alexandria Roberts

Dissertations and Theses

The issue of undocumented immigration has recently taken center-stage in the media and national politics in the United States. A large population of undocumented youth grows up with legal access to public education through high school, following the Supreme Court decision of Plyler vs. Doe, but faces legal and economic barriers to post-secondary education. Following high school, undocumented Hispanic/Latino youth legal protections end, greatly limiting chances for upward mobility through traditional post-secondary education pipelines. In some cases, knowledge of future barriers to post-secondary education leads to a decline in educational motivation.

The current political atmosphere makes this study a bit …

Human Utility Business Model: Maximizing Human Energy, Robin A. Roberts

Robin A. Roberts

“The NCAA Inclusion Forum brings together intercollegiate athletics leaders passionate about improving the educational and professional environment for student-athletes, coaches and staff. Sessions engage on a broad range of topics related to policy, research and best practices for racial and ethnic minorities, women, international student-athletes, LGBTQ and disability-access to sport.”—National Collegiate Athletic Association website.

The Race Card Project, Barbara Carder, Sarah Gepper

Learning Showcase 2014

The Race Card Project was originally created by National Public Radio’s Michele Norris. It is meant to spark conversations on the issues and personal meaning of race. Participants are asked to express their thoughts, feelings, experiences, or observations on race using only six words, written on a note card.

Safe Zone: 101 Training Manual, Todd K. Herriott, Casey M. Halcro

Office of Diversity and Equity

Goals of the DUOC Safe Zone Program:

• To increase the overall campus community’s understanding and awareness of lesbian, gay, bisexual, and transgender issues

• To provide a greater sense of safety for the gay, lesbian, bisexual, and transgender student community

• To offer information to straight allies in positions where they may be in contact with lesbian, gay, bisexual, and transgender people (as classmates, roommates, friends, residents, students, staff, faculty, etc.)

• To act as a resource of information regarding homophobia, heterosexism, transphobia and LGBTQ issues on the DUOC campus.

Challenges Facing Women In Us Higher Education: The Case Of Faculty Of Color, Fredah Mainah

International Conference on African Development

Despite a myriad of challenges such as the slow pace of rising to the top, and the low compositional diversity in most university leadership, women of color are increasingly becoming visible in top positions in higher education. This paper investigated the phenomena of increasing numbers of women in top positions with the aim of debunking the myth of invisibility of black women in leadership positions in higher education. The findings indicate that although women in the US earn the majority of post-secondary degrees, with 26.4% of college presidents being women (4.5% of them being women of color), they still have …

Human Utility Business Model: Maximizing Human Energy, Robin A. Roberts

Office of Diversity & Inclusion

“The NCAA Inclusion Forum brings together intercollegiate athletics leaders passionate about improving the educational and professional environment for student-athletes, coaches and staff. Sessions engage on a broad range of topics related to policy, research and best practices for racial and ethnic minorities, women, international student-athletes, LGBTQ and disability-access to sport.”—National Collegiate Athletic Association website.

Tone It Down A Bit!: Euphemism As A Colonial Device In Indigenous Studies, Colleen Mcgloin

Colleen McGloin

No abstract provided.

Umaine Disabilities Insider, Spring 2014, University Of Maine Disability Support Services

Social Justice: Diversity, Equity, & Inclusion

How many times have you heard someone remark that everyone seems to have ADHD or ADD? According to the American Psychiatric Association, 5 percent of children are diagnosed with ADHD (sometimes called ADD), and according to the National Institutes of Health, 4.1 percent of adults have the disorder. Perhaps it’s true that our fast paced society and the abundance of technology and electronic stimuli have impacted the attention span of many youth and adults, but even so, Attention Deficit is a valid disorder that significantly impacts the individuals who are diagnosed with it. There is a difference between being occasionally …

Umaine Disabilities Insider. Late Spring 2014, University Of Maine Disability Support Services

Social Justice: Diversity, Equity, & Inclusion

Students with disabilities must be able to access course materials in an equally effective manner. Designing course materials with accessibility in mind allows the University to meet its obligations to students with disabilities.

When making decisions about course accessibility, please consider a variety of aspects of instruction, including selecting accessible texts and other readings (don’t forget Web-based content such as documents and other files), and ensuring that any videos posted online are captioned. These are just some of the important aspects of creating a course that is inclusive to all students.

Courage: Take A Stand For Justice - Flyer, Taylor University

Martin Luther King Jr. Day Programs and Schedules

The flyer for the Courage: Take a Stand for Justice celebration in honor of Martin Luther King Jr.

Courage: Take A Stand For Justice, Taylor University

Martin Luther King Jr. Day Programs and Schedules

The program for the Martin Luther King Jr. Day chapel in honor of Martin Luther King Jr.

Disrupting Islamophobia: Teaching The Social Construction Of Terrorism In The Mass Media, Krista Mcqueeney

Criminology Faculty Publications

This article presents a critical media literacy technique for teaching about the social construction of terrorism. In a post-9/11 context where the human rights of Arabs and Muslims in the United States and overseas are threatened by drone attacks, profiling, detentions, and hate crimes, educators must not shy away from this issue. I use visual media to engage students with three questions: (1) How do everyday Americans define “terrorism” and perceive “terrorists”? (2) Where do these images come from? (3) What are the consequences for domestic and foreign policy? Using students’ own socialization as a starting point, I challenge them …

Black Men As College Athletes: The Real Win-Loss Record, Shaun R. Harper, Ph.D.

Shaun R. Harper, Ph.D.

Point of view published on the back cover of The Chronicle of Higher Education, January 24, 2014.

(Re)Setting The Agenda For College Men Of Color: Lessons Learned From A 15-Year Movement To Improve Black Male Student Success, Shaun R. Harper, Ph.D.

Shaun R. Harper, Ph.D.

Between 1997 and 2012, much was done on college campuses and elsewhere to improve Black male student achievement. Notwithstanding, their enrollments, academic performance, and rates of baccalaureate degree attainment remain just as troublesome now as they were 15 years ago. But why? And what can be learned as various stakeholders introduce future initiatives in response to issues affecting Black undergraduate men, as well as Asian American/Pacific Islander (AAPI), Latino, and Native American male collegians? In this chapter, I chronicle the 15-year emphasis on Black male students in U.S. higher education. I first catalogue a range of efforts enacted between 1997 …

In Search Of Progressive Black Masculinities: Critical Self-Reflections On Gender Identity Development Among Black Undergraduate Men, Keon M. Mcguire, Ph.D., Jonathan Berhanu, Charles H.F. Davis Iii, Shaun R. Harper, Ph.D.

Shaun R. Harper, Ph.D.

During the last several decades, research concerning the developmental trajectories, experiences, and behaviors of college men as ‘‘gendered’’ persons has emerged. In this article, we first critically review literature on Black men’s gender development and expressions within college contexts to highlight certain knowledge gaps. We then conceptualize and discuss progressive Black masculinities by relying on Mutua’s germinal work on the subject. Further, we engage Black feminist scholarship, both to firmly situate our more pressing argument for conceptual innovation and to address knowledge gaps in the literature on Black men’s gender experiences. It is our belief that scholars who study gender …

Racial Battle Fatigue For Latina/O Students: A Quantitative Perspective, Jeremy D. Franklin, William A. Smith, Man Hung

Jeremy D. Franklin

Previous literature demonstrates that as a result of racial microaggressions and hostile campus racial climates, Latina/o students often state they experience psychological, physiological, and behavioral stress responses during and after racialized incidents on campuses. The purpose of this study is to quantitatively test the racial battle fatigue framework for Latina/o students using structural equation modeling. Findings suggest that psychological stress responses for Latinas/os are most impacted by racial microaggressions in the racial battle fatigue framework.

Teaching Australian Literature In A Class About Literatures Of Social Reform, Per Henningsgaard

English Faculty Publications and Presentations

This article presents an intriguing thesis about proximity and identification, distance and empathy based on the experience of teaching Sally Morgan’s My Place to American university students alongside Upton Sinclair’s The Jungle and Harriet Beecher Stowe’s Uncle Tom’s Cabin in a class examining literature as an agent of social change. Indeed, its response to the question, “How does the Australian production of My Place influence its American reception?” will surprise many people. Students more readily demonstrate empathy with characters and are prepared to ascribe their unenviable life circumstances to social structures that propagate oppression when reading literature about cultural groups …

Teaching Acceptance Of Differences And Equality Across General Education Curricula: Changing Perspectives On Multiculturalism And Social Acceptance Through Transformative Learning, Merrill Andrea Mayper

Antioch University Full-Text Dissertations & Theses

As the United States becomes more diverse nation, institutions of higher learning continue to promote diversity education on their campuses. The purpose of this study was to go beyond courses designed to teach cultural diversity specifically, and to discover how higher education faculty could include lessons on acceptance of difference and equality in the various disciplines of general education taught in today's colleges and universities. Faculty could thereby create an opportunity for students to challenge their mental models and, through transformative learning, change their perceptions on how they view the world. Using the Delphi method, this study brought together a …

The Clarification Of Proposition 209: Gauging The Impact On Native Americans At The University Of California, Charles R. Herman

Pomona Senior Theses

Proposition 209 banned the consideration of race or ethnicity in admission decisions to the University of California (UC). The UC “clarified” their policy in 2008, recognizing that Native Americans enrolled in a federally recognized tribe enjoy a political status that enables them to be offered affirmative action, even when the consideration of race or ethnicity is banned. The Clarification led to a statistically significant surge in the Native American applicant share, acceptance rate, admit share, and enrollment share. Enrollment share increased by 56% from 2008 to 2010 at the UC, even as the three-tiered California system of higher education saw …

Black Women As Scholars And Social Agents: Standing In The Gap, Sherri Wallace, Sharon Moore, Carla Curtis

Sherri L. Wallace

“But I’M Oppressed Too”: White Male College Students Framing Racial Emotions As Facts And Recreating Racism, Nolan L. Cabrera

Nolan L. Cabrera

Most analyses of racism focus on what people think about issues of race and how this relates to racial stratification. This research applies Feagin’s white racial frame to analyze how White male college students at two universities feel about racism. Students at the academically non-selective and less diverse university tended to be apathetic while those attending the academically selective and more racially diverse campus tended to be angry. This study highlights the interconnectedness of affective and cognitive responses to race: two areas integral to both the maintenance and dismantling of systemic racism. It also highlights how men frequently frame emotions …