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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

Cultural Vibrancy: Exploring The Preferences Of African American Children Toward Culturally Relevant And Non-Culturally Relevant Lessons, Darlene Sampson, Dorothy Garrison-Wade Sep 2015

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 Sep 2015

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 ...


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 Sep 2015

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 K-12 educational settings. The following research questions guided this study: (1) What role do White teachers play in facilitating Black students' success or contributing to their academic failure?; (2) Do White teachers' views of Black students allow them to address the educational needs of these Black students?; and (3) Do Black students have perceptions of White teachers' ideas, beliefs, and values that get in the way of their academic achievement? For the purpose of this study, a qualitative research design utilizing retrospective interviews was employed (Reiff, Gerber, & Ginsberg, 1997). The eight Black students in this study included five females and three males. Based on the data collected during the interviews, four themes emerged that characterized the experiences of the Black in this study. These themes included: (a) Respect: I Need Respect; (b) Stereotypes: Don't Pass Judgment on Me; (c) The Administrators Need to Check Themselves; and (d) We Like This Environment ...


“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 Sep 2015

“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 Sep 2015

“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 ...


Tips For School Principals And Teachers: Helping Black Students Achieve [Book Chapter], Dorothy Garrison-Wade, C. Lewis Sep 2015

Tips For School Principals And Teachers: Helping Black Students Achieve [Book Chapter], Dorothy Garrison-Wade, C. Lewis

Dorothy Garrison-Wade

No abstract provided.