Education Commons^™

Racism Without Race: The Racialization Of Middle Eastern And North African Students At U.S. Colleges, Hannah Mesouani

Dissertations

Although a growing body of literature covers the experiences of international students at U.S. colleges, the stories of those who do not fit into the U.S. racial schema remain untold. This study examined how Middle Eastern and North African (MENA) students understood their racial identities given the United States’ tense history with Islam and the MENA world. Using foundational texts on critical race theory, current scholarship on Arab Americans and foreign-born students, and facets of the Ethnic Identity Scale (EIS), this study examined the experiences of MENA students who study amid a national backdrop of xenophobia and racialized Islamophobia. This …

The Value Of Process In Racial Equity Work: Reflections From A Faculty Learning Community, Emily R. Shamash, Julie Berrett-Abebe, Latasha Smith, Stephanie Storms, Michael Regan, Jocelyn Novella, Laurie L. Grupp, Emily Smith, Alyson Martin

To Improve the Academy: A Journal of Educational Development

This article explores how one higher education faculty learning community engaged in reflective practices in pursuit of their commitment to the inclusion of anti-racist content and pedagogy across their multidisciplinary curriculums. As a key initial step in engaging in this collaborative, cross-disciplinary work, they set out to consider collective definitions of key terms that are deemed critical to anti-racist pedagogy. This group engaged in a collaborative exploratory process to explore definitions and understanding of the following terms: whiteness, racism, race, racial equity, racial injustice/inequity, white supremacy, and anti-racism and document the reflective process by which the determination took place. Themes …

Avoiding "Oh My God" Experiences: How White Female Developmental Literacy Instructors (Dis)Engage Race In Their Instructional Decision Making, Alison Michelle Douglas

Graduate Research Theses & Dissertations

This dissertation explores the instructional decision making of White female community college developmental literacy instructors in order to better understand pedagogical practices that impact educational inequities for Black male students in developmental literacy classes. Historically, the U.S education system has underserved Black male students, and college success rates demonstrate that educational inequities persist for Black male students today. Although much research has focused on educational inequities for Black male students in K-12 and university environments, little research has focused those inequities for Black male students in community colleges. In addition, although research that explores Black male experiences in educational settings …

Unjust Universities: Part Ii, Zachary S. Ritter, Reshmi Dutt-Ballerstadt

Faculty Publications

Dr. Zachary S. Ritter and Dr. Reshmi Dutt-Ballerstadt explore the challenges that faculty diversity workers face in institutions that are suffering from toxic whiteness.

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.

Unjust Universities, Zachary S. Ritter, Reshmi Dutt-Ballerstadt

Faculty Publications

Dr. Zachary S. Ritter and Dr. Reshmi Dutt-Ballerstadt highlight some red flags related to people's experiences working in institutions that are suffering from toxic whiteness.

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.

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’ …

Culturally Responsive School Leadership: Examining White Male Principals’ Practices, Alex Schukow

Master's Theses and Doctoral Dissertations

K-12 principals must enact culturally responsive school leadership to close the opportunity gaps Black students and economically disadvantaged students experience. Critical race theory, the key model, and culturally responsive school leadership theory form the conceptual framework for this phenomenological study. The overarching research question for the study is as follows: How do Whiteness and masculinity influence the enactment of culturally responsive school leadership by White male K-12 principals in exurban school settings? Interviews, school handbook policy analysis, and examinations of participants’ professional social media posts provide data to critique the actions of four White male principals in Midwestern, exurban public …