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Exploring the Cycle of Oppression and Whiteness in the Academy Through Currere: Reflections from a Reading-Group-Based Intergroup Dialogue
Get PDFWhite supremacy is long-standing and pervasive in higher education and it leads to internalized dominance in white faculty and the subjugation of faculty of color in the Cycle of Oppression. To explore this cycle and the power of whiteness and privilege in higher education, a multiracial group of campus community members from a range of institutional roles read What Does it Mean to Be White? Developing White Racial Literacy (DiAngelo, 2016) as a foundational text to foster an intergroup dialogue. Over the course of a semester, the authors shared how their own lives have been inextricably intertwined with the Cycle of Oppression. In this article, the authors employ currere as a method of curriculum inquiry to investigate their lived experiences (Pinar, 1975, 2004) to understand the effects of White privilege, and to explore the Cycle of Oppression within the context of academia (Baszile, 2006a, 2006b; Fine, 1997)
A Public-Private Partnership Designed to Improve Student Soft Skills: The Johnson & Johnson Bridge-to-Employment Program
Get PDFIn this paper we describe a corporate-education partnership between Johnson & Johnson and disadvantaged public schools called Bridge-to-Employment (BTE) and examine the program’s impact on student acquisition of soft or non-cognitive, school-to-career transition skills. We model the differences in the attainment levels of eight soft skills in a sample of 236 BTE and 308 Comparison students from 10 BTE program sites in Pennsylvania, New Jersey, and Delaware. Using cross-site trajectory analysis, we find that BTE participation had a positive impact on BTE students’ communication skills, perceived readiness for an immediate job, readiness for career, teamwork, and persistence in pursuing a task/goal (grit). BTE did not have an impact on students’ problem solving skills, readiness for college or ability to set long-term goals. We discuss the possible reasons for these mixed results and the need for encouraging more direct business-public school partnerships to address the growing knowledge and skills gaps facing our nation
Promoting Self-Regulation in Early Childhood Education: Teachers’ Knowledge of Self -Regulation
Get PDFThis study used data collected from in-service early childhood teachers enrolled in a summer pre-kindergarten endorsement program hosted at a large urban university in Middle Tennessee. Data were also collected from pre-service teachers enrolled in three different courses in an Education Preparation Program, at the same institution. The independent variables included the participants’ characteristics (i.e., number of years of teaching experience and amount of professional development), and the teachers’ attitudes and their personal beliefs exhibited in the classroom. The dependent variable was the teachers’ knowledge of self-regulation. The results suggested that the level of the teachers’ knowledge of self-regulation was impacted by the number of years of teaching experience and the amount of relevant professional development/training. The level of knowledge of self-regulation, however, had no impact on teachers’ attitudes and personal beliefs in the classroom.
Keywords: self-regulation, early childhood education, early childhood pre-service in-service teachers, problem behavior, socio-emotional skill
Letter of Support from the School of Graduate & Professional Studies, Tennessee State University
No full textExamining the Effect of Block Scheduling on African-American Males\u27 High School Test Performance
No full textOver the last several decades, the United States has seen an increase in the number of high schools implementing block schedules to enhance student learning. Yet, research on the effectiveness of block scheduling has been mixed. Furthermore, many of the existing studies have not considered factors such as gender, race, and socioeconomic status. Taking these factors into account, the present study analyzed the impact of schedule type among African American male students\u27 test performance in a large, urban district of high schools in the southeastern United States. Using a hierarchical linear modeling analysis, test scores in biology, English, and math were examined. Results indicated that schedule type had no significant effect on Black males\u27 test scores in any of the subjects. However, White males performed significantly better in traditional schedules for biology and English, whereas Black males performed similarly across schedules
The United States of America vs. The United States of America: Dissecting Systems of Oppression and White Supremacy
Get PDFDuring the Spring 2016 academic term at University of Pittsburgh, Bradford, incarcerated educators at Federal Bureau of Prisons (BOP) FCI McKean with subject-matter expertise in organizing counter-culture sociopolitical movements, co-designed and taught an advanced upper-level undergraduate course, Special Topics in Courts: The United States of America v. The United States of America, which focused on dissecting systems of oppression and white supremacy within the criminal justice system in America, to traditional nonincarcerated college students. Using a critical autoethnographic lens, this essay will briefly examine the pedagogical nuances of this first-of-a-kind course, through the unique voices of the instructors and student participants
Journey of Racial Discrimination in Educational Genealogical Analysis
Get PDFIn this paper, we uncover how racial discrimination in education has shifted in different periods of time. Using the genealogical analysis method, we examined three distinct time periods. Racial discrimination does not disappear, but penetrates into the micro-educational context through curriculum, in grades, and funding to normalize people into a mainstream culture.
This study is meaningful since we consider racial discrimination in education in different periods of time. In the first period, nearly all restrictions identified were structural in nature, while in the second period, fewer structural limitations remained, but were combined with a paternalistic approach. Finally in the third period, unspoken and off the table structural prohibitions exist through approaches that allow discrimination to continue. Acknowledging this changing agenda in different periods of time sheds light on ways to break the structural barriers and promote students equal access to education