Relevant bibliographies by topics / Racism in schools

Academic literature on the topic 'Racism in schools'

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Published: 27 July 2024
Last updated: 28 July 2024

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Journal articles on the topic "Racism in schools"

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Woolfson, Richard C., Michael E. Harker, and Dorothy A. Lowe. "Racism in schools –No room for complacency." Educational and Child Psychology 21, no. 4 (2004): 16–30. http://dx.doi.org/10.53841/bpsecp.2004.21.4.16.

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The fact that a school has anti-racist measures does not automatically mean discrimination and racism has been eradicated. For instance, in their study which investigated racism in a number of schools, Donald et al. (1995) found that although coherent anti-racist policies had been implemented throughout the schools, the extent of discriminatory and racist attitudes among the pupils was either under-estimated or unrecognised by school staff – they called this the ‘No Problem Here’ syndrome. In this present study, the researchers developed this concept one stage further by examining the existence or otherwise of discrimination and racism in a ‘flagship’ local authority primary school with a strong track record of multicultural and anti-racist education policies, strategies and practice, with a plethora of special in-school arrangements to increase racial and religious tolerance. Using varied methods of data collection (questionnaires, semi-structured interviews and focus groups), the study revealed that despite the very inclusive anti-racist ethos within the school, pupils from an ethnic minority and pupils not from an ethnic minority did experience racism in school. In addition, the results revealed that children from an ethnic minority who experienced racism (unlike children not from an ethnic minority who experienced racism) were reluctant to disclose such experiences to school staff. Subsequently, the school made a commitment to develop further strategies to decrease the occurrence of racist incidents within the school and to give all pupils confidence to disclose when such incidents occur.
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Kailin, Julie. "How White Teachers Perceive the Problem of Racism in Their Schools: A Case Study in “Liberal” Lakeview." Teachers College Record: The Voice of Scholarship in Education 100, no. 4 (January 1999): 724–50. http://dx.doi.org/10.1177/016146819910000402.

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This study examined White teachers’ perceptions of racism in their schools. An open-ended questionnaire was administered to 222 teachers in a medium-sized highly rated middle-class Midwestern school district. Teachers were asked to provide examples of racism in their schools. Teachers’ responses were analyzed and coded according to major themes that were collapsed into three major categories: attribution of racial problems to Whites; attribution of racial problems to Blacks; attribution of racial problems to institutional/cultural factors. Research findings indicate that most White teachers operated from an impaired consciousness about racism; that a majority “blamed the victim,” assigning causality for racism to Blacks. Findings further indicate that of those who witnessed racist behavior by their White colleagues, the majority remained silent and did not challenge such behavior. Because teachers play a pivotal role in the sum total of race relations in education, it is critical to consider how they perceive the problem of racism in their schools. Their perceptions may influence decisions about how to interpret and respond to racial inequality.
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Burhoff, Hanna Maria. "School Without Racism? How White Teachers in Germany Practice Anti-Racialism." Journal for Undergraduate Ethnography 11, no. 3 (November 28, 2021): 3–20. http://dx.doi.org/10.15273/jue.v11i3.11240.

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This qualitative study investigates how white teachers at a German Catholic comprehensive school conceptualize issues of “race” and racism in the context of being a “School without Racism – School with Courage” (SOR-SMC). By collecting signatures and exhibiting yearly projects, more than 3,300 schools in Germany brand their school to be “without racism”. I found the branding of my researched school to be a form of “anti-racialism” that opposed “race” and racism as concepts but did not tackle any underlying racist structures (Goldberg 2009, 10). The teachers I interviewed took the SOR-SMC branding for granted and assumed that the school was racism-free. They thereby engaged in silent racism and reproduced racist connotations and structures without challenging them (Trepagnier 2001). Being anti -racist is not accomplished by declaring a school as racism-free. Instead, white teachers need to understand that anti-racism involves a deeper engagement with the structures that keep “racial” inequality in place (Goldberg 2009, 10).
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Rosiek, Jerry. "School segregation: A realist’s view." Phi Delta Kappan 100, no. 5 (January 22, 2019): 8–13. http://dx.doi.org/10.1177/0031721719827536.

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The nation’s greatest anti-racist education policy — school desegregation — has proven no match for the adaptations of institutionalized racism. Over the last 40 years, school segregation has evolved and reemerged in housing patterns, school zoning policy, and curricular tracking. This has led to calls for new solutions to the problem of racial segregation in schools. Is it possible, however, that the pursuit of such solutions is a form of avoidance, an unwillingness to face the intractable nature of institutionalized racism? Jerry Rosiek considers the power of pessimism about racial justice as a stance for educators in an era of resegregating schools.
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Kohli, Rita, Marcos Pizarro, and Arturo Nevárez. "The “New Racism” of K–12 Schools: Centering Critical Research on Racism." Review of Research in Education 41, no. 1 (March 2017): 182–202. http://dx.doi.org/10.3102/0091732x16686949.

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While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K–12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K–12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K–12 school context that examine racism. As we categorized the literature, we built on a theory of the “new racism”—a more covert and hidden racism than that of the past—and grouped the articles into two main sections: (1) research that brings to light racism’s permanence and significance in the lives of students of Color through manifestations of what we conceptualize as (a) evaded racism, (b) “antiracist” racism, and (c) everyday racism and (2) research focused on confronting racism through racial literacy and the resistance of communities of Color. In our conclusion, we articulate suggestions for future directions in education research that include a more direct acknowledgement of racism as we attend to the experiences and needs of K–12 students of Color.
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Palmer, Emily Lilja, and Karen Seashore Louis. "Talking about Race: Overcoming Fear in the Process of Change." Journal of School Leadership 27, no. 4 (July 2017): 581–610. http://dx.doi.org/10.1177/105268461702700405.

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Purpose We investigated the way in which structured, multiyear conversations about race and institutional racism occurred in suburban secondary schools with changing racial demographics. Research Framework The study draws on interpretive research traditions, in that we assume that how teachers understand race and racism will influence how they work with colleagues and students. As such, the research examines to what extent talking about race and learning about institutional racism affects educators’ mental models and their classroom practices. Method Secondary schools in three districts that had participated in ongoing professional development related to racial equity were selected. Grounded theory methods were used for data collection, coding, and analysis of interviews with teachers and administrators. Findings This study revealed that principal leadership affected teachers’ engagement in this work. When this occurred, teachers made meaningful changes in classroom practices and their school communities. The primary findings of the study are: (1) fear of being considered racist was a barrier for White teachers and administrators that impeded collective focus on racial achievement gaps; (2) principals’ deep personal engagement over a period of several years encouraged a process of confronting and mitigating this fear, and helped teachers engage with the implications of race for school and classroom practices. Significance Discomfort, a critical element in confronting racial inequities in schools, requires school leaders, particularly principals, to authentically participate and engage in order to foster teacher change.
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Crutchfield, Jandel, Kate L. Phillippo, and Andy Frey. "Structural Racism in Schools: A View through the Lens of the National School Social Work Practice Model." Children & Schools 42, no. 3 (July 1, 2020): 187–93. http://dx.doi.org/10.1093/cs/cdaa015.

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Abstract Structural racism—implicitly discriminatory practices and policies that have negative consequences for individuals and groups of color—is a powerful force in contemporary American society, including in our public education system. This article explores the potential for school social workers (SSWers) to address structural racism through the use of the national school social work (SSW) practice model as a tool to guide systemic, ecologically oriented intervention within schools and educational policy spaces. In this article, the authors review data on racial disparities in educational attainment, placement, opportunity, and discipline practices that have led to increased attention to structural racism in schools. They then discuss and describe the national SSW practice model and its suitability for the structural interventions in response to structural racism in schools. Finally, they provide recommendations for how SSWers can respond effectively to this pressing social problem. These recommendations include a list of resources for addressing structural racism.
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Radford, Peter. "Tackling racism in schools: Three starting points." SecEd 2021, no. 2 (May 2, 2021): 14–15. http://dx.doi.org/10.12968/sece.2021.2.14.

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How is your school tackling racism? Is it working? How do you know? Ahead of September's inaugural National Schools' Human Rights Conference, Peter Radford looks at three principles that should underpin your school's anti-racism work
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Fuller-Hamilton, Asia. "The Circular Conversation Around Racism and the Actions Necessary for Racial Change." Urban Education 54, no. 5 (June 27, 2018): 760–63. http://dx.doi.org/10.1177/0042085918783831.

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In an ever-changing, racially-charged society, topics of race and racism are frequently being broached in schools. However, reaching the desired racial change after engagement in these discussions on race and racism requires concerted intention on the part of educators and stakeholders. While there is no specific formula in moving toward more racially just environments in our schools, educational leaders must acknowledge barriers, such as institutionalized racism, neutrality, and colorblindness, which serve as veils of oppression, in order to keep discourse on race and racism from becoming circular in nature
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Fahd, Kiran, and Sitalakshmi Venkatraman. "Racial Inclusion in Education: An Australian Context." Economies 7, no. 2 (April 1, 2019): 27. http://dx.doi.org/10.3390/economies7020027.

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Racism in various forms exists worldwide. In Australia, racism is inextricably linked to the history of Australian immigrants and early setters. Although the Australian education system has adopted inclusive education, evidence shows several incidents of racial exclusion. With the public education system experiencing an increased cultural diversity in student population, schools are required to develop inclusive education policies. While policies related to disability inclusion have been in practice for many years, only recently has there been an increasing awareness of racial inclusion. This research paper explores the importance of racial inclusion in education by examining the causes and effects of racial exclusion in the Australian education context. This paper considers existing practices at the national level and in schools to explore racial discrimination. It identifies the factors contributing towards racism and proposes a framework employing key strategies at the macro, meso and micro levels to achieve racial inclusion in education. It also suggests opportunities based on research to strengthen the response against racism.
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Dissertations / Theses on the topic "Racism in schools"

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Gaine, Christopher Charles. "Working against racism in largely white areas : sites, themes and outcomes." Thesis, King's College London (University of London), 1996. https://kclpure.kcl.ac.uk/portal/en/theses/working-against-racism-in-largely-white-areas--sites-themes-and-outcomes(f334d061-e4f0-4690-ad19-444648daa997).html.

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Feitosa, Caroline Felipe Jango 1985. "Aqui tem racismo! : um estudo das representações sociais e das identidades das crianças negras." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250918.

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Orientador: Ângela Fátima Soligo
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-20T20:17:42Z (GMT). No. of bitstreams: 1 Feitosa_CarolineFelipeJango_M.pdf: 11680926 bytes, checksum: 9e86ab199c161045ce738f5d92bdafd9 (MD5) Previous issue date: 2012
Resumo: O objetivo deste estudo foi investigar as representações sociais que a criança negra tem acerca da escola, bem como compreender a construção de sua identidade e sua integração no espaço escolar. Participaram da pesquisa 58 estudantes dos três últimos anos do Ensino Fundamental I, de escolas municipais localizadas na Região Metropolitana de Campinas, sendo que 31 meninos e 27 meninas, de 7 a 13 anos de idade, todos pertencentes ao segmento racial negro. O instrumento utilizado foi uma ficha de pesquisa desenvolvida pela autora, composta por cinco etapas reciprocamente complementares. Na primeira etapa os questionamentos foram voltados para a representação de si, do professor e da localização das crianças na sala de aula. A segunda etapa abarcou a percepção e integração das crianças no espaço extra sala de aula e suas expectativas acerca da escola. Na terceira etapa questionamos as crianças sobre quais elementos eram bons e quais eram ruins na escola, já na quarta etapa questionamos as mesmas sobre as situações boas e ruins que elas vivenciaram neste espaço. E, por fim, na quinta etapa as crianças foram questionadas acerca de sua cor e sobre sua autoimagem. As entrevistas foram feitas individualmente e pela pesquisadora. O estudo aponta relações assimétricas de raça dentro da sala de aula, ou seja, a organização do espaço escolar, orientada pelo preconceito racial, contribui para a estigmatização e exclusão da criança negra na escola. Percebemos que os professores e gestores escolares apresentam posturas negligentes e muitas vezes racistas ao abordar a temática racial no interior da escola. As crianças negras vivenciam um espaço que as discrimina e são constantemente humilhadas por apelidos depreciativos de sua condição racial. Ademais, a pesquisa demonstra que as crianças negras tendem, em sua maioria, a negar sua condição racial e a se aproximar dos padrões brancos mais aceitos socialmente, influenciando negativamente sua identidade, uma vez que buscam modelos impostos socialmente que jamais serão alcançados. A escola e os profissionais da educação têm respeitado muito pouco ou nada a valorização da diferença e a promoção da igualdade racial na escola, porém as crianças ainda têm uma representação positiva dos elementos escolares de um modo geral e da professora em especial, mesmo reconhecendo os pontos negativos dos mesmos.
Abstract: The objective of this study was to investigate the social representations that black children have about the school, as well as understanding the construction of their identity and their integration within the school. The participants were 58 students in the last three years of elementary school, in public schools located in the Metropolitan Region of Campinas, with 31 boys and 27 girls, 7-13 years of age, all belonging to the segment black race. The instrument used was a form of research developed by the author, consists of five steps mutually complementary. In the first stage, the questions were focused on the representation of themselves and the teacher and the location of children in the classroom. The second phase encompassed the perception and integration of children in outer space classroom and their expectations about the school. In the third stage questioned the children about what elements were good and which were bad in school, since the fourth stage the same question about the good and bad situations that they experienced in this space. And finally, the fifth stage the children were questioned about their color and on their self-image.The interviews were conducted individually by the researcher. The study showed asymmetrical relations of race in the classroom, the organization of the school, guided by racial prejudice, contributes to the stigmatization and exclusion of black children in school. We realize that teachers and school managers have postures and often negligent in addressing the racist racial issue within the school. Black children experience a place that discriminates and are constantly humiliated by his nicknames derogatory racial condition. Moreover, research shows that black children tend mostly to deny their racial condition and approaching whites socially accepted standards, negatively influencing their identity, since taxes are seeking social models that will never be achieved. The school and education professionals have observed little or no appreciation of difference and promoting racial equality in school, but children still have a positive representation of the elements of a general school and the teacher in particular, while acknowledging the points negative thereof.
Mestrado
Psicologia Educacional
Mestre em Educação
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Moy, Lisa. "Anti-racism and multiculturalism in secondary schools, listening to student activists and leaders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ29854.pdf.

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Moy, Lisa. "Anti-racism and multiculturalism in secondary schools : listening to student activists and leaders." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27479.

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Much debate on the conceptualization and implementation of anti-racist (AR) and multicultural (MC) education exists both in the literature and in practice. But often overlooked is the influence that students have in generating these initiatives against racism. This qualitative research draws on the experiences of ten student activists and leaders, and explores student-involved AR and MC programs in Vancouver, Montreal, and Toronto. Specifically, the roots of student involvement, their views of AR and MC, the factors which limit action within schools, and the sources of hope and discouragement will be documented. It is argued that school ethos, a hierarchy of student activities, bureaucracy, and power relations between adults and students all act to marginalize and affect the outcome of student programs which challenge racism. Genuine collaboration, and the influence and necessity of adult allies, are emphasized.
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Wood, Craig A. "The Crystallizing Teacher: A Performative and Critical Autoethnography of Conscientization Revealing Whiteness in Australian Schools." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/405201.

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I am compelled to write this thesis, called by a professional and moral obligation. This thesis is an act of love bearing witness to dominance in Australian schools where dominance is embedded and normalised in epistemologies of racism and neoliberalism. This thesis emerges from my doctoral study which began with noticing two critical incidents in my teaching career. Working autoethnographically, both critical incidents expose whiteness in my own experiences in Australian schools and neoliberalism’s stifling impact on my agency as a progressive teacher. This thesis reports on research that is underpinned by Paulo Freire’s conscientization and is performative and critical autoethnographic research. Through conscientization I recognise my integrated duality of teacher-as-researcher; I am object and subject. As teacher I submit myself to questioning, as researcher I notice and take cognizance of things, and as both teacher and researcher I intervene in praxis. I apply conscientization and aim to decolonise praxis in the field of education, enliven radical hope, and engage in acts of self, other and world transformation. Whiteness is revealed as I ask questions about my personal identity, my identity formation, and the impact of my identity on my praxis. Working outward from my praxis, I ask questions about school education in Australia that make visible the forces of dominant whiteness and neoliberalism on school pedagogy, curriculum, initial teacher education and teacher professional development. This thesis identifies an array of models of reflective practice in the field of education and I categorise these models as technical reflection, practical reflection, or critical reflection. I suggest teacher employers prefer technical models of reflection which align with purpose and procedures of neoliberalism and which typically strip both teacher voice and contextual details from data sets. Such models of reflective practice stifle the qualities of the progressive teacher that Freire lists as, inter alia, courage, humility, tolerance, and engaging in performances of armed love. I suggest technical models of reflective practice would have failed to bear witness to dominance in Australian schools, and that my doctoral research required the development of a model of critical reflective practice. This thesis reports on the model of critical reflective practice I developed which is underpinned by the purpose and methods of Freire’s conscientization, Tricia Kress’ critical praxis research, and Gillie Bolton’s through-the-mirror-writing. My application of five stages of through-the-mirror-writing generates mystories in a process involving emic and etic work. Throughout my study I was emic as I submitted myself to questioning and worked with insider knowledge of my experiences to develop performative representations of these experiences. I was etic as I returned to the performative representations, further questioning, and analysing them to develop critical understandings of dominance and resistance in schools. I performatively represent my experiences in Australian schools through mystories. The mystories crystallize deep and complex understandings of dominance and resistance. These understandings function like dendritic crystals, branching from the two critical incidents that I noticed in my teaching career and, like the process of conscientization, will contribute to a lifelong odyssey of learning. Taken singularly or as a series of texts, each mystory of dendritic crystal constructs knowledge in a non-linear, iterative, and improvisational process by rubbing against/with/through each other. This process attracts and repels, yields, and resists knowledge claims through performative representations of multiple texts written in multiple genres.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Silverberg, Carol. "IQ testing and tracking : the history of scientific racism in the American public schools : 1890-1924 /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3311920.

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Thesis (Ph. D.)--University of Nevada, Reno, 2008.
"May 2008." Includes bibliographical references (leaves 105-120). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.
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Juutilainen, S. A. (Sandra Alexis). "Structural racism and Indigenous health:a critical reflection of Canada and Finland." Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526215525.

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Abstract The purpose of the study was to broaden understanding of structural racism by examining the relationships between Indigenous peoples and nation-states in the context of education and how this affects Indigenous lives. This thesis delves into understanding both the theoretical and methodological contributions that more critical analyses can have on: the role of de-colonial approaches to Indigenous health research methodologies so that the most urgent health inequities are addressed through more rigorous and Indigenous specific research processes; and to improve our understanding of the complex interactions that historical and contemporary legacies of residential schools and boarding schools have on the health and well-being of Indigenous populations in Canada and Finland. The research design was a qualitative multiple case study informed by a public health critical race praxis. The study was completed in two phases; consisting of a literature study using content analysis of Indigenous research ethics protocols and policies, in Canada and the Nordic countries; and, three case studies developed from open ended questions from structured interview research comparing discriminatory experiences and its impact on self-perceived health with participants from Six Nations of the Grand River, Canada (n = 25) and the Sámi in Inari, Finland (n = 20); and their family members. The case studies were analyzed using both Western and Indigenous methodologies. Results of Phase one shows how Indigenous resistance to colonial structures within academia in Canada and Finland has resulted in dialogical processes to create an ethical space for working between the differing worldviews of academia and Indigenous communities with the aim to produce ethically valid knowledge. Phase two results shows that regardless of contextual differences of the experiences in Canada and Finland, the main parallel outcomes are similar, i.e. the teachings of shame received in these educational environments. This produces both vulnerabilities and resiliencies and the negative effects of shame require an ongoing healing journey for both individuals and their families and communities at large. Conclusion: For a more in depth understanding of structural racism and its influence on Indigenous health, investigations require methodological choices by both Western and Indigenous methodologies
Tiivistelmä Tutkimuksen päämääränä on tuottaa tietoa rakenteellisesta syrjinnästä. Tämä tapahtuu tutkimalla alkuperäiskansojen ja kansallisvaltioiden välisiä suhteita koulujärjestelmissä sekä sitä, miten rakenteellinen syrjintä vaikuttaa alkuperäiskansojen jäsenten elämään. Tutkimuksen kriittinen analyysi tuottaa dekoloniaalisia lähestymistapoja terveystutkimuksen menetelmiin, jolloin tärkeimmät terveyserot paljastuvat alkuperäiskansalähtöisten tutkimusprosessien kautta. Tutkimus pyrkii lisäämään ymmärrystä siitä, millaisia väliaikaisia sekä nykypäivään asti ulottuvia vaikutuksia sisäoppilaitoksilla ja kouluasuntoloilla on ollut Kanadan ja Suomen alkuperäiskansojen jäsenten terveyteen ja hyvinvointiin. Väitöskirjan tutkimusasetelma on laadullinen monitapaustutkimus, jossa sovelletaan Critical Health Praxis (PHCR) -menetelmän viitekehystä. Tutkimuksen ensimmäisessä osassa vertaillaan laadullisen sisällönanalyysin avulla Kanadan ja Pohjoismaiden alkuperäiskansojen tutkimuseettisiä käytäntöjä ja menettelytapoja. Toisessa osassa on kolme tapaustutkimusta, jotka perustuvat strukturoidun kyselytutkimuksen avovastausten syrjintäkokemuksiin ja niiden vaikutuksiin itsekoettuun terveyteen Kanadan ensimmäisten kansojen jäsenillä (Six Nations of the Grand River, n = 25) sekä Suomen saamelaisilla (Inarin kunta, n = 20). Tapaustutkimuksissa sovelletaan alkuperäiskansalähtöisiä ja länsimaisia tutkimusmenetelmiä. Tulokset osoittavat, että alkuperäiskansojen vastustus kolonialistisia akateemisia rakenteita kohtaan Suomessa ja Kanadassa on synnyttänyt dialogisia prosesseja, joiden avulla voidaan luoda eettistä tilaa tiede- ja alkuperäiskansayhteisöjen maailmankuvien yhteensovittamiseksi ja eettisesti hyväksyttävän tiedon tuottamiseksi. Toisen vaiheen tulokset osoittavat, että vaikka Kanadan sisäoppilaitosten ja Suomen kouluasuntoloiden yhteiskunnalliset lähtökohdat ja käytännön toteutustavat eroavat toisistaan, lopputulos on samansuuntainen: kouluympäristön aiheuttama häpeä, joka tuottaa sekä haavoittuvuutta että resilienssiä. Kielteisten kokemusten työstäminen vaatii pitkää, parantavaa prosessia, joka koskee niin yksilöitä, perheitä kuin yhteisöjäkin. Johtopäätöksenä todetaan, että tarvitaan sekä länsimaisia että alkuperäiskansalähtöisiä tutkimusmenetelmiä, jos halutaan ymmärtää syvällisesti rakenteellista syrjintää ja sen vaikutuksia alkuperäiskansojen terveyteen ja hyvinvointiin
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Dirickson, Perry. "School Spirit or School Hate: The Confederate Battle Flag, Texas High Schools, and Memory, 1953-2002." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5467/.

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The debate over the display of the Confederate battle flag in public places throughout the South focus on the flag's display by state governments such South Carolina and Mississippi. The state of Texas is rarely placed in this debate, and neither has the debate adequately explore the role of high schools' use of Confederate symbols. Schools represent the community and serve as a symbol of its values. A school represented by Confederate symbols can communicate a message of intolerance to a rival community or opposing school during sports contests. Within the community, conflict arose when an opposition group to the symbols formed and asked for the symbols' removal in favor of symbols that were seen more acceptable by outside observers. Many times, an outside party needed to step in to resolve the conflict. In Texas, the conflict between those in favor and those oppose centered on the Confederate battle flag, and the memory each side associated with the flag. Anglos saw the flag as their school spirit. African Americans saw hatred.
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Thomas, Francine Simms. "Experiences of Black Women who Persist to Graduation at Predominantly White Schools of Nursing." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1026.

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This study was designed to explore the experiences of Black women who attended predominantly White nursing schools. A phenomenological design was used to investigate eight nurses who persisted through to graduation from their nursing programs in the 21st century. The study examined persistence through the lens of academic involvement, alienation, loneliness and isolation, culture, identity and fit, self-concept, and institutional climate and racism. In-depth interviews were conducted to answer the following questions: (1) What does it mean to be Black in a PWI? What are Black nurses' perceptions of the nursing school experience, (2) How did the Black culture fit in with the nursing education culture, (3) What factors influenced your persistence to completion of the program? van Manen's qualitative methods were used for data analysis. Interviews were recorded and transcribed and analyzed exegetically (test is organized around the literature review using the concepts that have already been identified) and thematically. The six themes that emerged were (1) Dealing with stress and nobody cares, (2) Indifference and the need for recognition, (3) Do they even know I am here, (4) Invisibility vs. Visibility, (5) Differentness, unfairness, and condescension, (6) Yes, I am Black and a Woman and I am moving on. The purpose of this study was to explore the lived experiences of Black nurses who graduated from predominantly White nursing schools by using stories told by those nurses. This study sought to add to the dearth of literature available on Black's experiences in PWIs which would increase awareness and understanding of Black nurses' experiences. Educators and nursing schools can then prepare programs to recruit and retain students of color.
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Thackwell, Nicola Donna. "“We waited for our turn, which sometimes never came” : registrars negotiating systemic racism in Western Cape medical schools." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86641.

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Thesis(MA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT; In order for the transformation objectives of racial and gender diversity to be adequately reflected in the South African medical profession, it is crucial to understand how Black medical registrars experience the training environment. This qualitative study presents the experience of ten Black African medical specialists who completed their registrar training in the Western Cape in the past five years. Using both thematic and discourse analysis the study aimed to identify and describe the interpersonal, structural and institutional factors that may impede or promote Black advancement during registrar training. Participant experiences where contextualised in relation to discourses around the medical profession as a site of cultural reproduction that has been historically constructed as the exclusive domain of the White male. The analysis unearths experiences of systemic racism where the organisational culture of training institutions is experienced as alienating and unwelcoming to Black professionals. The findings raise the need for a more thorough evaluation of how transformations efforts are being received in specialist medical education. Key Words: Black doctors, Transformation in Higher Education, Systemic Racism, Medical training
AFRIKAANSE OPSOMMING: Met die oog op die realisering van die transformasiedoelwitte rakende ras- en geslagsdiversiteit in die Suid-Afrikaanse mediese professie, is dit deurslaggewend om te verstaan hoe Swart mediese spesialis studente die opleidingsomgewing ervaar. Hierdie kwalitatiewe studie gee die ervaring weer van tien Swart Suid-Afrikaanse mediese spesialiste wat die afgelope vyf jaar hulle opleiding in die Wes-Kaap voltooi het. Deur gebruik te maak van beide tematiese- en diskoersanalise, poog die studie daarin om die interpersoonlike, strukturele en institusionele faktore wat Swart bevordering tydens professionele opleiding kan belemmer of bevorder, te identifiseer en te beskryf. Deelnemers se ervarings is gekontekstualiseer in verhouding tot die diskoerse rondom die mediese professie as terrein van kulturele voortsetting van wat histories as eksklusiewe domein van Wit mans gegeld het. Die studie ontbloot ervaringe van sistemiese rassisme, waarin Swart professionele beroepspersone vervreem en onwelkom voel in die organisasiekultuur van opleidingsinstansies.Die bevindinge beklemtoon die behoefte aan ‘n meer diepgaande evaluasie van hoe transformasie-pogings ontvang word in mediese spesialis opleiding. Sleutelwoorde: Swart dokters, transformasie in tersiêre opleiding, sistemiese rassisme, mediese opleiding
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Books on the topic "Racism in schools"

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Böhmer, Matthias, and Georges Steffgen, eds. Racism in Schools. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40709-4.

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Kelly, Elinor. Racism in schools: New research evidence. Stoke-on-Trent: Trentham Books, 1988.

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Murray, Amy, and Rose Borunda, eds. Disrupting Racism in US Schools. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-49562-5.

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Moore, Wendy Leo. Reproducing racism: White space, elite law schools, and racial inequality. Lanham, Md: Rowman & Littlefield Publishers, 2008.

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Moore, Wendy Leo. Reproducing racism: White space, elite law schools, and racial inequality. Lanham, Md: Rowman & Littlefield Publishers, 2008.

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Moore, Wendy Leo. Reproducing racism: White space, elite law schools, and racial inequality. Lanham, Md: Rowman & Littlefield Publishers, 2008.

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Keith, Ebbutt, Pearce Bert, and Communist Party of Great Britain. Education Advisory Committee., eds. Racism and schools: Contributions to a discussion. London: (The Party), 1987.

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[Mentor, Darlyn]. CRRF facts about-- racism in our schools. [Toronto]: Canadian Race Relations Foundation = Fondation canadienne des relations raciales, 2000.

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British Columbia. Ministry of Education., ed. Multicultural and anti-racism education: Initiatives in schools and school districts. Victoria, B.C: Province of British Columbia, Ministry of Education, 1994.

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Gordon, Paul. Learning about racism: An introduction for use in schools. London: Runnymede Trust, 1989.

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Book chapters on the topic "Racism in schools"

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Behrning, Kim, Lisa Gilbertz, Brenda Gilson, and Ryane Groevius. "Racism—An Introduction." In Racism in Schools, 1–49. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40709-4_1.

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Göksoy, Selin, and Sissy Gales. "Recognize—Prevent—Intervene: (Self-)Reflective Prevention and Intervention Approaches for a Racism-Critical Practice in School." In Racism in Schools, 153–90. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40709-4_4.

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Nathusius, Luise, Lisa Frast, and Tabea Schmidt-Alkadri. "How Can Racist Behavior be Explained?" In Racism in Schools, 51–91. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40709-4_2.

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Welter, Nora, Jos Wagner, Katharina Dincher, and Hicham Quintarelli. "Effects of Racist Discrimination." In Racism in Schools, 93–151. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-40709-4_3.

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Verschelden, Cia, and Kofi Lomotey. "Focus on Racism." In Bandwidth Recovery For Schools, 48–52. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443162-6.

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Orelus, Pierre W. "Tabooing Talks on Race and Racism in Schools." In Unschooling Racism, 1–12. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53795-1_1.

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Orelus, Pierre W. "Racism Hidden in Schools Through Smiling and Shaking Hands." In Unschooling Racism, 33–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53795-1_4.

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Orelus, Pierre W. "The Savage Effects of Racism in Schools and Society Exposed." In Unschooling Racism, 51–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53795-1_6.

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Deuchar, Ross, and Kalwant Bhopal. "Schools, Discipline, Racism and Disaffection." In Young People and Social Control, 29–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52908-0_3.

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Terhart, Ewald. "The Discussion About Racism and Anti-Racism in Schools and Teacher Education in Germany: Some Short Remarks." In Regimes of Belonging – Schools – Migrations, 193–202. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-29189-1_12.

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Conference papers on the topic "Racism in schools"

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Perumal, Juliet, and Andrea Dawson. "Racial Dynamics at an Independent South African Educational Institution." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.

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Historically, education in South Africa has been beset by inequality. Over the last few decades, however, the landscape of South African government schooling has evolved considerably since its distinctive, racially-defined origins. This is largely due to reforms in the education sector, which played a key role in attempting to redress the injustices of the Apartheid system. Since its inception in 1929, the Independent Schools Association of Southern Africa (ISASA) has envisioned a value-based and quality education for all learners, irrespective of race, creed or culture. Thus, the media exposure in 2020, which revealed the prevalence of racist practices in approximately 26 prominent independent schools in South Africa was startling, as these discriminatory acts contradicted the vision of ISASA. One such school, which came into the spotlight was Excel College* (pseudonym), an independent school in Gauteng Province, South Africa. In response to the accusations, the school management launched an immediate investigation to address the allegations of racial discrimination against its students of colour. A whole-school Racial Intervention Programme (referred to as RDI – Respect, Diversity and Inclusivity) was designed and implemented early in 2021. This qualitative study, which comprised eight student leaders, sought to investigate how these student leaders experienced the intervention programme. The study sought to explore student leaders’ perceptions of the rationale behind the implementation of the Racial Intervention Programme (RIP), and of the racial climate in their school, and how they felt about the allegations of racism levelled against their school. The study further sought to investigate the extent to which student leaders felt their experience of the RIP had sensitised them to the need to promote racial inclusivity in their school. Data for the study were collected by conducting individual, online semi-structured interviews, using participants’ diaries, and holding a Focus Group session. The study drew on the tenets of the Critical Race Theory (De La Garza & Ono, 2016; Delgado & Stefançic, 2000; Dixon & Rousseau, 2006; Gillborn, 2015) and Paulo Freire’s conception of Critical Consciousness (1970). Proponents of the Critical Race Theory argue that race is neither a naturally nor biologically grounded feature of human beings; but rather, a socially constructed and culturally invented category that is used to oppress and exploit people of colour. Freire’s Critical Consciousness involves identifying contradictions in the experiences of others, through dialogue to contribute to change. The study confirmed that there were allegations of racism at the school, and that many of the students had been victims of – or had witnessed – an act of racial discrimination. Despite overwhelming support for RIP, the initiative was criticised for moving slowly, being teacher-centric and syllabus-driven; and that initially, it did not appreciate students’ contribution. However, during the seven weeks of the programme (which this study reports on), participants reported grasping the purpose of the programme – which was to encourage courageous conversations about inclusion, exclusion, racism and diversity.
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Villavicencio, Adriana. "Disrupting Racism in Schools: Case Studies of a Racial Justice Program in Two Elementary Schools." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684043.

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Randolph, Aspen, Chloe Nicklas, and Shawhin Roudbari. "Architectures of White Supremacy: Measuring Racism in College Campus Design." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.93.

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In her study of law schools in the US, sociologist Wendy Leo Moore identifies such academic institutions as hegemonic white spaces. Drawing upon the racist history of the legal system and the legal profession in the US, she shows that law schools are complicit in upholding white supremacist ideologies. In her study, Moore also noted the role that the architecture of law schools played in reproducing racism. In her analysis, she cites classroom seating layouts, symbolism in interior design, and alienating circulation through the building. Scholars of race and space offer powerful theoretical frameworks for understanding space’s role in perpetuating, inflicting, and creating racialized harms. But most do so by considering urban scales of space (e.g. the role of redlining or urban renewal). What is unique about Moore’s study of white spaces is her attention to architectural scales of space. In an effort to deepen this thread of inquiry, in this paper, the authors investigate how members of a university communityexperience white and racist spaces of a predominantly white campus. The authors conducted twenty participant-led go-alongs where participants guide walks through the campus spaces they navigate. Participants reported ways architectural elements such as material, spatial hierarchy, threshold, and framed views perpetuate white supremacy. This research aims to document ways that members of campus communities experience white supremacist architecture. The findings of this project contribute to theorizing ways white supremacy is reproduced at architectural scales of space.
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Kang, Leanne. "Managerial Racism and the Grand Rapids Public Schools, 1968–Present." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2005208.

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Eliyahu-Levi, Dolly. "Arab Teachers Face Racism, Alienation, and Inequality in Jewish Schools." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2104405.

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Shinn, Bianca. "Dismantling Anti-Black Racism in Schools Through Professional Learning Communities." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2168258.

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Cleckley, Elgin. "Becoming Credible: Developing Pedagogies for Inclusive Design Futures." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.63.

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2020’s racial reckoning produced student, faculty, staff, and alumni calls for action to many North American schools of architecture and design. For example, Notes on Credibility, by the Harvard Graduate School of Design’s African American Student Union and AfricaGSD, demands that the GSD must “institutionalize anti-racism and acknowledge that pedagogy has a cultural obligation.[1] Many calls echo Notes, prompting a rethinking of architectural pedagogy from longheld Beaux-Arts models and late image-making practices. As we collectively advance, studio instruction requires new pedagogical and inclusive modes incorporating identity, culture, history, memory, and place. Empathic instruction, through a strategically designed collegial environment, allows for personal and instructional creativity resulting in personal discovery. To rise to the Calls, and this time, pedagogies must include a full human experiential perspective, whereby students develop a skill toolkit based on ethics and aesthetics to support design activism.
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Reynolds Vassar, Rema. "Race, Racism, and Critical Consciousness: Exploring Black Parents' Engagement in Schools." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442484.

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Hursh, David. "Challenging Structural Racism in Schools and Society by Teaching Antiracist Local History." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690387.

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Bright, Nicola. "Growing Māori Language in Schools: Critical Conversations About Identity, Positioning, and Racism." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2103603.

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Reports on the topic "Racism in schools"

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Spencer, Joi, and Kerri Ullucci. A Resource Guide for Schools and Districts: Addressing Racism in the Education System. San Diego, CA: University of San Diego, August 2020. http://dx.doi.org/10.22371/05.2020.002.

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Hartley, Curtis, and Allyson Kelley. Lessons in Critical Race Theory. Allyson Kelley & Associates PLLC, April 2024. http://dx.doi.org/10.62689/hgzcul.

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Racism and discrimination are the root causes of health disparities in our world. Most schools of public health fail to address these issues. Critical Race Theory (CRT) is a viable framework for exploring how racial bias is reinforced at various levels in our society and how privilege differs based on race. Health promotion pedagogy informed by CRT and social justice can be an opportunity to explore relationships, social cohesion, and promote health equity. This paper describes and explores how an undergraduate/graduate public health instructor and students at the University of North Carolina Greensboro presented materials and speakers that influenced how students perceived racism and discrimination as a public health problem. Students learned about perspective, privilege, and positionality during guest interviews throughout the class. Excerpts of student essays presented in this paper demonstrate how college health courses like this one can transform, change, heal, and connect students with a world that dismantles racism and promotes health equity and justice for all. Teaching public health and social justice requires a different teaching approach and unique content developed in an authentic way from individuals with lived experience of social justice issues. Elevating CRT as a framework and giving voice to the historically minoritized and marginalized must be the goal of transformative pedagogy in health promotion. Now is the time.
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Dahl, Kristina, Juan Declet-Barreto, Rachel Cleetus, Erika Spanger, Benjamin Vitale, Shana Udvardy, Philip Thompson, Pamela Worth, and Astrid Caldas. Looming Deadlines for Coastal Resilience: Rising Seas, Disruptive Tides, and Risks to Coastal Infrastructure. Union of Concerned Scientists, June 2024. http://dx.doi.org/10.47923/2024.15502.

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The nearly 90 million people living in US coastal communities depend on an array of critical infrastructure—from the schools that students attend to the power and wastewater treatment plants that provide electricity and clean water. But research led by the Union of Concerned Scientists shows that between now and 2050, climate change–driven sea level rise will expose more than 1,600 critical infrastructure assets coastwide to disruptive flooding at least twice per year. Future flooding particularly threatens public and affordable housing. This burden is borne inequitably: more than half the infrastructure at risk by 2050 is in communities at a disadvantage based on historical and ongoing racism, discrimination, and pollution. The amount of infrastructure in jeopardy late this century will depend heavily on countries’ choices about global heat-trapping emissions. Policymakers and public and private decisionmakers must take immediate, science-based steps to safeguard critical infrastructure and achieve true, long-term coastal resilience.
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Darling-Hammond, Sean. Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Learning Policy Institute, May 2023. http://dx.doi.org/10.54300/169.703.

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Across the country, many schools have adopted restorative practices in an effort to improve school climate and student outcomes while reducing exclusionary discipline. Restorative practices are designed to proactively build community, improve relationships, and help students amend harm when conflict occurs. Using 6 years of student survey data and California administrative data, this study examines the use of restorative practices in 485 middle schools and their impact on school and student outcomes. Analyses find that exposure to restorative practices improves students’ academic achievement and reduces suspension rates and disparities. Schools that increased use of restorative practices saw a decrease in schoolwide misbehavior, substance abuse, and student mental health challenges, as well as improved school climate and student achievement. Students of all racial and ethnic backgrounds benefited from restorative practice exposure, with Black and Latino/a students benefiting the most.
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Darity Jr., William, M’Balou M’Balou Camara, and Nancy MacLean. Setting the Record Straight on the Libertarian South African Economist W. H. Hutt and James M. Buchanan. Institute for New Economic Thinking Working Paper Series, May 2022. http://dx.doi.org/10.36687/inetwp184.

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In their stormy response to Nancy MacLean’s book Democracy in Chains, some academics on the libertarian right have conducted a concerted defense of Nobel Laureate James Buchanan’s credentials as an anti-racist, or at least a non-racist. An odd component of their argument is a claim of innocence by association: the peripatetic South African economist and Mont Pelerin Society founding member William Harold Hutt was against apartheid; Buchanan was a friend and supporter of Hutt; therefore, Buchanan could not have been abetting segregationists with his support for public funding of segregationist private schools. At the core of this chain of argument is the inference that Hutt’s opposition to apartheid proves that Hutt himself was committed to racial equality. However, just as there were white supremacists who opposed slavery in the United States, we demonstrate Hutt was a white supremacist who opposed apartheid in South Africa. We document how Hutt embraced notions of black inferiority, even in The Economics of the Colour Bar, his most ferocious attack on apartheid. Whether or not innocence by association is a sound defense of anyone’s ideology or conduct, Hutt, himself, was not innocent of white supremacy.
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Temkin Cahill, Deborah, Kristen Harper, and Cassidy Guros. Healthy Schools Can Mitigate Ongoing Racial Inequities in Education. Child Trends, Inc., June 2023. http://dx.doi.org/10.56417/7057e2354w.

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Leung-Gagné, Melanie, Jennifer McCombs, Caitlin Scott, and Daniel Losen. Pushed out: Trends and disparities in out-of-school suspension. Learning Policy Institute, September 2022. http://dx.doi.org/10.54300/235.277.

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During the 1990s and early 2000s, federal and state policies encouraged the implementation of zero-tolerance policies across the country, which helped fuel an overall increase in the use of suspension and expanded racial disparities in suspension. Recent changes in policy and practice have begun to shift educators away from exclusionary discipline, and we review those changes and trends in this report. We examine out-of-school suspension data from the Civil Rights Data Collection (CRDC), tracking trends over time. We also assess differences in suspension rates of students based on their race and ethnicity, school level, and disability status. We present data at national and state levels, and because out-of-school suspensions are concentrated in secondary schools, we focus our state-level findings on secondary school students. We explore the ways in which changes in suspension rates may be related to changes in policy, and we make recommendations for additional strategies to reduce school exclusion for all students, and in particular for those who have disproportionately experienced its negative effects.
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Elder, Todd, David Figlio, Scott Imberman, and Claudia Persico. School Segregation and Racial Gaps in Special Education Identification. Cambridge, MA: National Bureau of Economic Research, May 2019. http://dx.doi.org/10.3386/w25829.

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Merritt Johnson, Alexandra, and Kristian Lenderman. Socratic Circles: Building Tools for Racial Equity Classroom and Community Discourse. Digital Promise, November 2023. http://dx.doi.org/10.51388/20.500.12265/200.

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This report details how Reynoldsburg City Schools utilized the Inclusive Innovation model to introduce an innovative Open Educational Resource, Socratic Circles, designed to assist teachers in guiding discussions on racial and social justice in the classroom. These OER will be accessible to educators who are inspired by this work and interested in incorporating Socratic Circles into their classrooms. This report also offers insights from members of Reynoldsburg City Schools’ Inclusive Innovation Core Team on how they applied the Core Tenets of Inclusive Innovation throughout their process.
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