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Bilingual, Multilingual, and Multicultural Education Commons

Open Access. Powered by Scholars. Published by Universities.®

2016

Race

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Articles 1 - 9 of 9

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

Initial Validation Of The Race-Ethnicity Supervision Scale (Ress), Stephanie Bartell Oct 2016

Initial Validation Of The Race-Ethnicity Supervision Scale (Ress), Stephanie Bartell

Dissertations (2009 -)

In this dissertation study, the author reports on the initial psychometric evaluation of the Race-Ethnicity Supervision Scale (RESS) with data collected from three studies and 307 mental health counseling and psychology trainees. Exploratory factor analyses yielded a 29-item scale with a four factor model (a) Promoting Supervisee Racial/Ethnic Cultural Competence, (b) Development and Responsivity to Cultural Identity in Supervision, (c) Perceived Supervisor Cultural Competence, and (d) Harmful Supervisory Practices. RESS scores were internally consistent and remained stable over a 3-week period. Construct validity evidence suggested RESS scores were positively related to MSI scores and unrelated to social desirability. Limitations ...


A Correlational Study Of Teacher Demographics And Racial Color-Blindness, Dudley Freeman Aug 2016

A Correlational Study Of Teacher Demographics And Racial Color-Blindness, Dudley Freeman

Doctoral Dissertations and Projects

Two primary camps of thought guide K-12 education: Color-blind ideology and Multiculturalism (Rattan & Ambady, 2013). Color-blindness implies color does not matter (Neville, Lilly, Duran, Lee, & Browne, 2000). Shifting student demographics in K-12 education and unchanging demographics of a predominately White, female teaching force create a need for better understanding the dynamics affecting teachers and their interaction with the students they teach. This correlational study utilized multiple regression analyses to answer the following research question: How accurately can racial color-blindness be predicted from the linear combination of age, years-of-experience, and political philosophy for K-12 teachers located in an urbanized school district in Northwest Georgia? The participating school district was an urbanized school district in Northwest Georgia, employing 425 certified teachers, counselors, and academic coaches. The demographics considered in this study were: age, years-of-experience, and political philosophy. Magnitude of color-blindness was determined by subjects’ total score on the Color Blind Racial Attitude Scale (CoBRAS; Neville et al., 2000). Multiple regression was used to examine the direction and strength of the linear relationships. There were no significant correlations identified between the predictor variables of age, years-of-teaching experience, and political philosophy and the criterion variable of Racial Color-Blindness. Rejection of the null hypothesis was not possible based on the results of this study. However, comparison of mean scores of the CoBRAS in the current study to that of Atwater (2007) found a striking difference between the two studies. This difference suggests that further ...


“Mommy, Is Being Brown Bad?” : Critical Race Parenting In A Post-Race Era, Cheryl E. Matias Ph.D. May 2016

“Mommy, Is Being Brown Bad?” : Critical Race Parenting In A Post-Race Era, Cheryl E. Matias Ph.D.

Race and Pedagogy Journal: Teaching and Learning for Justice

This article looks at the counter-pedagogical processes that may disrupt how children learn about race by positing a pedagogical process called Critical Race Parenting. By drawing upon counterstories of parenting I posit how Critical Race Parenting (CRP) becomes an educational praxis that can engage both parent and child in a mutual process of teaching and learning about race, especially ones that debunk dominant messages about race. And, in doing so, both parents and children have a deeper commitment to racial realism that does not allow for colorblind rhetoric to reign supreme.


Pathways To Teaching: African American Male Teens Explore Teaching As A Career, Margarita Bianco, Nancy Leech, Kara Mitchell Viesca May 2016

Pathways To Teaching: African American Male Teens Explore Teaching As A Career, Margarita Bianco, Nancy Leech, Kara Mitchell Viesca

Nancy Leech

The need for African American male teachers is clear; however their pathway to teaching is in disrepair. This article shares research findings and a description of a pre-collegiate course designed to encourage high school students of color, including African American males, to explore teaching. More specifically, drawing from survey and interview data, the researchers examine factors that influence 11th and 12th grade African American males' (N = 5) consideration of a teaching career and explore the impact of a pre-collegiate pathway to teaching program, The results of this mixed methods study expose the complexity of effective recruitment while also demonstrating how ...


“I Didn’T See It As A Cultural Thing”: Supervisors Of Student Teachers Define And Describe Culturally Responsive Supervision, Linda B. Griffin, Dyan Watson, Tonda Liggett May 2016

“I Didn’T See It As A Cultural Thing”: Supervisors Of Student Teachers Define And Describe Culturally Responsive Supervision, Linda B. Griffin, Dyan Watson, Tonda Liggett

Democracy and Education

Student teaching supervisors can play an integral role in teacher candidates’ ability to understand and enact culturally responsive pedagogy (CRP). However, supervisors may lack the awareness, knowledge, skill, or willingness to serve as culturally responsive supervisors. This paper reports the findings from a qualitative study to find out how supervisors described and supported CRP. We found that supervisors hold unsophisticated views of CRP and face the following challenges enacting culturally responsive supervision: feelings of inadequacy, difficulty talking about race, color-blind orientations, and a tendency to purposefully avoid race talk. We provide recommendations for professional development to address these challenges and ...


Dear Officer Bogash: Policing Black Bodies On College Campuses, Jordan S. West Feb 2016

Dear Officer Bogash: Policing Black Bodies On College Campuses, Jordan S. West

Journal of Critical Scholarship on Higher Education and Student Affairs

Students' Critical Reflections on Racial (in)justice


A Latent Class Analysis Of School Climate Among Middle And High School Students In California Public Schools, Kris T. De Pedro, Tamika D. Gilreath, Ruth Berkowitz Jan 2016

A Latent Class Analysis Of School Climate Among Middle And High School Students In California Public Schools, Kris T. De Pedro, Tamika D. Gilreath, Ruth Berkowitz

Education Faculty Articles and Research

Research has shown that a positive school climate plays a protective role in the social, emotional, and academic development of adolescent youth. Researchers have utilized variable centered measures to assess school climate, which is limited in capturing heterogeneous patterns of school climate. In addition, few studies have systematically explored the role of race and gender in perceived school climate. This study utilizes a latent class approach to assess whether there are discrete classes of school climate in a diverse statewide sample of middle and high school youth. Drawing from the 2009–2011 California Healthy Kids Survey, this study identified four ...


Counselor Educators' Multicultural Competencies: Understanding Relationships Between Race And Ethnic Identity Awareness, Ariel Winston Jan 2016

Counselor Educators' Multicultural Competencies: Understanding Relationships Between Race And Ethnic Identity Awareness, Ariel Winston

Walden Dissertations and Doctoral Studies

Current literature explains that multiculturally incompetent behaviors demonstrated by counselor educators have negatively affected the personal and professional lives of students, clients, counselors, counselor educators, and supervisees. Using the theoretical framework of critical race theory (CRT), this study examined the relationship among race, ethnic identity awareness, and multicultural competence in counselor educators. CRT involves recognizing conscious and unconscious biases, attributed to race, that individuals might experience. Ninety self-identified counselor educators currently employed in Council for Accreditation of Counseling and Related Educational Programs (CACREP) counseling programs completed online surveys containing questions concerning racial classification, adapted questions from the Multicultural Counseling Knowledge ...


“We’Re Still Here … We’Re Not Giving Up”: Black And Latino Men’S Narratives Of Transition To Community College, Beth E. Bukoski, Deryl K. Hatch Jan 2016

“We’Re Still Here … We’Re Not Giving Up”: Black And Latino Men’S Narratives Of Transition To Community College, Beth E. Bukoski, Deryl K. Hatch

Faculty Publications in Educational Administration

Objective: This study examines masculinity in a manner commensurate with established feminist frameworks to deconstruct a patriarchal system that ill-serves both men and women. Method: We utilized standpoint theory and narrative analysis to examine longitudinal, qualitative data from first-year Black and Latino males as they transition into community college through their second semester. Findings: Positionality is critical to understanding the success of Black and Latino males and their response to institutional structures. In many instances, men leveraged normative constructions of masculinity as aids to their success, and their resilience and confidence were filtered through their perceived development into adults. Conclusion ...