This guide includes resources on eliminating racism and bias in K-12 and higher education. Topics include: implicit and explicit bias by educators, disparity in test scores and school funding, and including anti-racism in the curriculum.
Black Appetite White Food by Jamila LyiscottBlack Appetite. White Food.invites educators to explore the nuanced manifestations of white privilege as it exists within and beyond the classroom. Renowned speaker and author Jamila Lyiscott provides ideas and tools that teachers, school leaders, and professors can use for awareness, inspiration, and action around racial injustice and inequity. Part I of the book helps you ask the hard questions, such as whether your pedagogy is more aligned with colonialism than you realize and whether you are really giving students of color a voice. Part II offers a variety of helpful strategies for analysis and reflection. Each chapter includes personal stories, frank discussions of the barriers you may face, and practical ideas that will guide you as you work to confront privilege in your classroom, campus, and beyond.
Confronting Racism in Teacher Education by Bree Picower (Editor); Rita Kohli (Editor)Confronting Racism in Teacher Education aims to transform systematic and persistent racism through in-depth analyses of racial justice struggles and strategies in teacher education. By bringing together counternarratives of critical teacher educators, the editors of this volume present key insights from both individual and collective experiences of advancing racial justice. Written for teacher educators, higher education administrators, policy makers, and others concerned with issues of race, the book is comprised of four parts that each represent a distinct perspective on the struggle for racial justice: contributors reflect on their experiences working as educators of Color to transform the culture of predominately White institutions, navigating the challenges of whiteness within teacher education, building transformational bridges within classrooms, and training current and inservice teachers through concrete models of racial justice. By bringing together these often individualized experiences, Confronting Racism in Teacher Education reveals larger patterns that emerge of institutional racism in teacher education, and the strategies that can inspire resistance.
Call Number: LB1715.C626 2017
Publication Date: 2017-03-24
Despite the Best Intentions by John B. Diamond; Amanda E. LewisOn the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high-achieving. Yet Riverview has not escaped the same unrelentingquestion that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latina/o students continue to lag behind their peers?Through five years' worth of interviews and data-gathering at Riverview, Amanda Lewis and John Diamond have created a powerful and illuminating study of how the racial achievement gap continues to afflict American schools more than fifty years after the formal dismantling of segregation. As studentsprogress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admissionresults than their black and Latina/o counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school,and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the "racial achievement gap," exploring what race actually means in this situation, and how it matters.Diamond and Lewis' research brings clarity and data into a debate that is too often dominated by stereotyping, race-baiting, and demagoguery. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academicdisparities and the larger question of the color line in American society.
Call Number: LC212.2.L49 2015
Publication Date: 2015-09-02
Facing Racism in Education by Sonya Anderson (Editor); Polly F. Attwood (Editor); Lionel C. Howard (Editor)At a time when many in public life and public education are inclined to argue that racial issues and problems belong to a bygone era, this third edition of Facing Racism in Education makes clear the need for continued attention to and open discussion of race and education. This third edition of Facing Racism in Education continues the work begun in the first and second editions of this widely acclaimed book: breaking the silence about the experiences of people of color in education. The new volume features equal measures of classic essays from the previous two editions and new essays written since 1996. Together they offer a complex and compelling view of race in today's education world. From the Editors' Introduction: Although conversations about the importance of and need for "diversity" are occurring in some schools and public discourse, many politicians and educators fail to recognize the equally prevalent social and educational inequities that continue to plague our communities. Moreover, they resist challenging the structures of privilege and power that perpetuate the daily impact of racism on the lives and learning of students of color in contemporary American society. The contributors to this third volume of Facing Racism in Education address the many forms of racism still present in today's schools and classrooms, yet they also bear witness to the courage and conviction of communities, students, and teachers who work to deconstruct the logic of racism in education and dismantle its structures. They remind us that, as we question how far we have come since Brown, we must also recommit ourselves to the daily work of undoing racism through antiracist practice. While some might ask, "Aren't we done with this yet?" we maintain that, like democracy, diversity and commitment to educational equity represent more than an "outcome"; they are part of a process that each generation must take up, reinvent, and reinvigorate to ensure its continuation for generations to come. We hope these essays will support this process and challenge educators to continue to do this important and essential work.
Call Number: LC212.2.F333 2004
Publication Date: 2004-01-01
Making Sense of Race in Education by Jessica A. Heybach; Sheron Fraser-BurgessMakingSense of Race in Education: Practices for Change in Difficult Times takesa fresh look at the perennial issue of race in American schools. How do educators,in all settings, confront the issue of race with students and colleagues, given the contemporary backdrop of social movements for racial justice and change? How do educators affect change within their everyday classroom practices without fostering further alienation and discord? Although much has already been written about race and racism in school, this book addresses racial incidents directly and offers practical insights into how P-20 educators can transform these events alongside students and colleagues. Each chapter provides detailed analysis of curriculum, instruction, practices and pedagogical strategies for addressingrace while at the same time wrestling with theoretical conceptions of race, justice, and fairness. Perfect for courses such as:Social Foundations of Education | Sociology of Education | Higher Education | Multicultural Education | Cultural Studies in Education | Schools and Society
Call Number: LC212.2.M35 2020
Publication Date: 2019-09-25
Racism and Racial Equity in Higher Education by Aehe; María C. Ledesma; Samuel D. Museus; Tara L. ParkerWhat does it means to work toward racial equity in higher education in the 21st century? This monograph answers just that with a synthesis of theory, research, and evidence that illuminate the ways in which racism shapes higher education systems and the experiences of people who navigate them. Higher education leaders must move beyond vague notions of diversity and do the difficult work of pursuing systemic transformation and creating more inclusive environments in which racially diverse populations can thrive. Such work necessitates a deep understanding of the historic and contemporary role of racism in shaping postsecondary access and opportunity. This work will be of interest to those who recognize how advancing racial equity benefits all members of the campus community and larger society. This is the 1st issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Call Number: LC212.42.M87 2015
Publication Date: 2015-12-07
Revealing the Invisible by Sherry MarxThis book examines and confronts the passive and often unconscious racism of white teacher education students, offering a critical tool in the effort to make education more equitable. Sherry Marx provides a consciousness-raising account of how white teachers must come to recognize their own positions of privilege and work actively to create anti-racist teaching techniques and learning environments for children of color and children learning English as a second language.
Call Number: LB1775.2.M275 2006
Publication Date: 2006-09-26
RIP Jim Crow by Virginia Stead (Editor)Together we can build enough momentum to see Jim Crow lying silent and still in his grave. This book shouts out ways that we can and must respond to the sickening accumulation of racially inspired and systemically sanctioned deaths. Today, we remember the passing of young, Black Michael Brown in Ferguson, Missouri. In responding to this event, we are determined to dismantle the alexithymia (indifference to the suffering of others) that pervades our campuses. It is nothing less than a by-product of racism protected by the illusion of democracy. RIP Jim Crow contains three sections: (1) Antiracist Theory and Policy; (2) Antiracist Administration, Curriculum, and Pedagogy; and (3) Antiracist Cultural Interventions. Each of the 31 chapters contributes to the normalization of anti-racist policy within academic institutions, antiracist discourse within academic cultures, and institutional praxis that upholds speaking out against racist activity. The hope is that this book will also reduce racism in the broader world through academic relationships with community partners.
Call Number: LC212.42.R56 2016
Publication Date: 2016-06-08
Science in the City by Bryan A. Brown; Christopher Emdin (Foreword by)Science in the City examines how language and culture matter for effective science teaching. Author Bryan A. Brown argues that, given the realities of our multilingual and multicultural society, teachers must truly understand how issues of culture intersect with the fundamental principles of learning. This book links an exploration of contemporary research on urban science teaching to a more generative instructional approach in which students develop mastery by discussing science in culturally meaningful ways. The book starts with a trenchant analysis of the "black tax," a double standard at work in science language and classrooms that forces students of color to appropriate and express their science knowledge solely in ways that accord with the dominant culture and knowledge regime. Because we are in an interactive, multimedia world, the author also posits the necessity of applying what is known about best practices in science teaching to best practices in technology. The book then turns to instruction, illustrating how science education can flourish if it is connected to students' backgrounds, identities, language, and culture. In this empowered--and inclusive--form of science classroom, the role of narrative is key: educators use stories and anecdotes to induct students into the realm of scientific thinking; introduce big ideas in easy, familiar terms; and prioritize explanation over mastery of symbolic systems. The result is a classroom that showcases how the use of more familiar, culturally relevant modes of communication can pave the way for improved science learning.
Call Number: LC5129.B76 2019
Publication Date: 2019-09-10
Shuttered Schools by Ebony M. Duncan-Shippy"Shuttered Schools features rigorous new studies of school closures in cities across the United States. This research contextualizes contemporary school closures and accounts for their disproportionate impact on African American students. With topics ranging from gentrification and redevelopment to student experiences with school loss, research presented in this text incorporates various methods (e.g., case studies, interviews, regression techniques, and textual analysis) to evaluate the intended and unintended consequences of closure for students, families, and communities. This work demonstrates that shifts in the social, economic, and political contexts of education inform closure practice in meaningful ways. The impacts of shuttering schools are neither colorblind nor class-neutral, but indeed interact with social contexts in ways that reify existing social inequalities in education" --
Call Number: LB2823.2.S48 2019
Publication Date: 2019-07-01
Teaching Race and Anti-Racism in Contemporary America by Kristin Haltinner (Editor)This book presents thoughtful reflections and in-depth, critical analyses of the new challenges and opportunities instructors face in teaching race during what has been called the "post-racial era". It examines the racial dimensions of the current political, economic, and cultural climate. The book features renowned scholars and experienced teachers from a range of disciplines and offers successful strategies for teaching important concepts through case studies and active learning exercises. It provides innovative strategies, novel lesson plans and classroom activities for college and university professors who seek effective methods and materials for teaching about race and racism to today's students. A valuable handbook for educators, this book should be required reading for all graduate students and college instructors.
Call Number: HT1523.T43 2014
Publication Date: 2013-10-28
Unconscious Bias in Schools by Tracey A. Benson; Sarah E. Fiarman; Glenn E. Singleton (Foreword by)In Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. "Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color," the authors write, "if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential." In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work--awareness, trust, and a "learner's stance." Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability. All too often, conversations about race become mired in questions of attitude or intention-"But I'm not a racist!" This book shows how information about unconscious bias can help shift conversations among educators to a more productive, collegial approach that has the potential to disrupt the patterns of perception that perpetuate racism and institutional injustice. Tracey A. Benson is an assistant professor of educational leadership at the University of North Carolina at Charlotte. Sarah E. Fiarman is the director of leadership development for EL Education, and a former public school teacher, principal, and lecturer at Harvard Graduate School of Education.
Call Number: LC212.2.B46 2019
Publication Date: 2019-08-13
White Guys on Campus by Nolan L. CabreraOn April 22, 2015, Boston University professor Saida Grundy set off a Twitter storm with her provocative question: "Why is white America so reluctant to identify white college males as a problem population?" White Guys on Campus is a critical examination of race in higher education, centering Whiteness, in an effort to unveil the frequently unconscious habits of racism among White male undergraduates. Nolan L. Cabrera moves beyond the "few bad apples" frame of contemporary racism, and explores the structures, policies, ideologies, and experiences that allow racism to flourish. This book details many of the contours of contemporary, systemic racism, while engaging the possibility of White students to participate in anti-racism. Ultimately, White Guys on Campus calls upon institutions of higher education to be sites of social transformation instead of reinforcing systemic racism, while creating a platform to engage and challenge the public discourse of "post- racialism."
Reproducing Racism by Wendy Leo MooreLaw schools serve as gateway institutions into one of the most politically powerful social fields: the profession of law. Reproducing Racism is an examination of white privilege and power in two elite United States law schools. Moore examines how racial structures, racialized everyday practices, and racial discourses function in law schools. Utilizing an ethnographic lens, Moore explores the historical construction of elite law schools as institutions that reinforce white privilege and therefore naturalize white political, social, and economic power.
Dalton, Shamika Dinice, Clanitra Nejdl, Michelle Rigual, and Raquel Gabriel. "Diverse Interactions: Addressing Race and Implicit Bias in Legal research Instruction." Teaching the Teachers Conference, May 2019.
Michalinos Zembylas (2012) Pedagogies of strategic empathy: navigating through the emotional complexities of anti-racism in higher education, Teaching in HigherEducation, 17:2, 113-125, DOI: 10.1080/13562517.2011.611869
Locke, D.C. and Kiselica, M.S. (1999), Pedagogy of Possibilities: Teaching About Racism in Multicultural Counseling Courses. Journal of Counseling & Development, 77: 80-86. doi:10.1002/j.1556-6676.1999.tb02424.x
Venus E. Evans-Winters & Dorothy E. Hines (2020) Unmasking white fragility: how whiteness and white student resistance impacts anti-racist education, Whiteness and Education, 5:1, 1-16, DOI: 10.1080/23793406.2019.1675182