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Full-Text Articles in Education
University Libraries Faculty Assembly - Racism Impact Statement & Dean's Response, Maya Hobscheid, Samantha Minnis, Annie Bélanger
University Libraries Faculty Assembly - Racism Impact Statement & Dean's Response, Maya Hobscheid, Samantha Minnis, Annie Bélanger
Library Reports and Communication
Racism and white supremacy culture have a profound impact on nonwhite faculty in higher education and throughout the tenure and promotion process. This document is intended to acknowledge the impact of racism on the tenure and promotion process in general as well as in our specific context of Grand Valley State University (GVSU) Libraries. It is not intended to be comprehensive of everyone’s lived experiences or of the effects of racism on all.
Black Lives Matter In Teaching English As A Second Language!, Kristin Lems
Black Lives Matter In Teaching English As A Second Language!, Kristin Lems
Faculty Publications
The Winter 2020 issue of theIllinois Reading Council Journal published a special issue focusing on “action for equity,” with thoughtful articles and abundant family and classroom resources. This issue of the “wELLcome”column, which is dedicated to topics regarding English language learners (ELLs), continues in that same vein. In this issue, we place the spotlight on ELLs of African descent, their teachers, and their schools.
But What Can I Do? Engaging White Institutional Agents In Anti-Racist Reflection And Practice, Allie Ross
But What Can I Do? Engaging White Institutional Agents In Anti-Racist Reflection And Practice, Allie Ross
M.A. in Higher Education Leadership: Action Research Projects
College students continue to become more racially diverse. Despite this, some students of color do not achieve a sense of belonging on their campuses, and whites continue to be overrepresented as educators and administration in higher education. It is critical for white staff and faculty to examine their roles in upholding systemic racism in their institutions. This study investigated how white faculty and student affairs staff, including myself, engage in our own racial identity development and subsequently engage in anti-racist action in our professional roles. Recommendations are provided for how white educators can perform self-work to identify blind spots, how …
Confronting And Dismantling Whiteness In Higher Education: A Grassroots Approach, Winnie Needham
Confronting And Dismantling Whiteness In Higher Education: A Grassroots Approach, Winnie Needham
Dissertations
The purpose of this qualitative research study was to investigate how an Educational Studies department in a small, Midwestern liberal arts college might confront and dismantle whiteness in curricular, pedagogical, and policy choices. Utilizing a critical participatory action research design, five higher education faculty engaged in a critical conversation inquiry group (Schieble et al., 2020) to develop their critical literacy (Rogers and Mosley, 2014). This study was designed to answer the following questions: How do faculty within an Educational Studies department think about their racial identities and the relevance of racial identity to the program, the institution, and higher education? …
Ethical And Equitable Psychological Assessment Of Black Youth In Chicago Public Schools: A Coaching Model For Cps School Psychologists, Haley Biddanda
Ethical And Equitable Psychological Assessment Of Black Youth In Chicago Public Schools: A Coaching Model For Cps School Psychologists, Haley Biddanda
School of Education Capstone Projects
This capstone seeks to examine multiple factors that affect Black youth in Chicago Public Schools (CPS) during the psychological evaluation process, and subsequently develops a coaching model for CPS school psychologists to provide more ethical and equitable psychological evaluations for Black youth. An analysis of the system of CPS finds that Black students are more likely to receive special education services and be placed within restrictive settings in special education than their white peers. Despite this, CPS school psychologists receive no training specific to evaluating or working with Black youth. A review of the literature reveals that there are multiple …
Mask Off: Students’ Of Color Traumatic Experiences In K-12 Education And Why Historically Black Colleges And Universities Make A Difference, Diane Courington
Mask Off: Students’ Of Color Traumatic Experiences In K-12 Education And Why Historically Black Colleges And Universities Make A Difference, Diane Courington
Graduate Theses, Dissertations, and Capstones
This qualitative study explored the lived experiences of 11 participants who had four or more adverse childhood experiences (ACEs). The theoretical frameworks guiding this study are Culturally Responsive Teaching (Crt) (Hammond 2014; Gay 2000), Critical Race Theory (CRT) (Crenshaw, 1988; Ansley, 1988), and Abolitionist teaching (Love, 2019). This study's data collection is based on semi-structured and conversational interviews via Microsoft Teams with Students of Color (SOC) who graduated from Historically Black Colleges and Universities (HBCU) and had an ACEs score over 4. Adverse childhood experiences (ACEs) include one or more events such as growing up in a household with an …
The Double Standard: Protest Coverage And Racial Bias Webpage, University Of Maine Clement And Linda Mcgillicuddy Humanities Center
The Double Standard: Protest Coverage And Racial Bias Webpage, University Of Maine Clement And Linda Mcgillicuddy Humanities Center
Social Justice: Diversity, Equity, & Inclusion
Screenshot of a webpage for the event "The Double Standard: Protest Coverage and Racial Bias" which featured McGillicuddy Humanities Center Fellow Leela Stockley presenting her research on racial bias in the media in relation to recent Black Lives Matter protests as part of Black History Month.