Pub Date : 2022-01-17DOI: 10.4018/978-1-6684-4507-5.ch006
Natasha N. Johnson, T. Johnson
Microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative slights and insults toward people who are not classified within the “normative” standard. Perpetrators of microaggressions are often unaware that they engage in such communications when they interact with people who differ from themselves. This review of microaggressions in its numerous forms seeks to address the current literature regarding aversive behavior and its impacts; this includes investigating the manifestation and influence of everyday “isms,” on the quality of life of those on the receiving end of these acts. Ensuing suggestions regarding institutional-level education, training, and research—particularly in the higher educational realm—in the work towards reducing microaggression-inducing behaviors are discussed.
{"title":"Microaggressions","authors":"Natasha N. Johnson, T. Johnson","doi":"10.4018/978-1-6684-4507-5.ch006","DOIUrl":"https://doi.org/10.4018/978-1-6684-4507-5.ch006","url":null,"abstract":"Microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative slights and insults toward people who are not classified within the “normative” standard. Perpetrators of microaggressions are often unaware that they engage in such communications when they interact with people who differ from themselves. This review of microaggressions in its numerous forms seeks to address the current literature regarding aversive behavior and its impacts; this includes investigating the manifestation and influence of everyday “isms,” on the quality of life of those on the receiving end of these acts. Ensuing suggestions regarding institutional-level education, training, and research—particularly in the higher educational realm—in the work towards reducing microaggression-inducing behaviors are discussed.","PeriodicalId":268993,"journal":{"name":"Research Anthology on Racial Equity, Identity, and Privilege","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117197732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-30DOI: 10.4018/978-1-5225-4960-4
M. Grant, Nadira Raghanunandan-Jack, T. Husband, Chaquita Brown, C. Slattery
Principles of equity have largely been overlooked in the field of education in favor of an acute focus on equality. Brown vs. Board of Education challenged practices of separate but equal, maintaining that equality was the foundation on which education should be built if all students were to benefit from education. Without a dual consideration for both equity and equality, practitioners are limited in their ability to provide an appropriate education to diverse populations of children. It is not enough to give students the same access to learning opportunities and resources. Educators must also create individualized pathways to the learning environment if all students are to benefit academically.
{"title":"Equity, Equality, and Reform in Contemporary Public Education","authors":"M. Grant, Nadira Raghanunandan-Jack, T. Husband, Chaquita Brown, C. Slattery","doi":"10.4018/978-1-5225-4960-4","DOIUrl":"https://doi.org/10.4018/978-1-5225-4960-4","url":null,"abstract":"Principles of equity have largely been overlooked in the field of education in favor of an acute focus on equality. Brown vs. Board of Education challenged practices of separate but equal, maintaining that equality was the foundation on which education should be built if all students were to benefit from education. Without a dual consideration for both equity and equality, practitioners are limited in their ability to provide an appropriate education to diverse populations of children. It is not enough to give students the same access to learning opportunities and resources. Educators must also create individualized pathways to the learning environment if all students are to benefit academically.","PeriodicalId":268993,"journal":{"name":"Research Anthology on Racial Equity, Identity, and Privilege","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125524209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4507-5.ch021
Milton A Fuentes, C. Shannon, M. K. Ahluwalia, Crystal S. Collier
This chapter considers transgressions that students and faculty of color face in higher education. Specifically, the chapter examines how implicit bias and microaggressions affect the experiences of students and faculty of color. Special attention is paid to strategies that prevent or address these transgressions from both personal and contextual approaches. The chapter ends with a thought-provoking case study that portrays the multifaceted dimensions of these troubling transgressions in the classroom and provides the reader with some reflection questions to consider.
{"title":"Transgressions on Students and Faculty of Color in Higher Education","authors":"Milton A Fuentes, C. Shannon, M. K. Ahluwalia, Crystal S. Collier","doi":"10.4018/978-1-6684-4507-5.ch021","DOIUrl":"https://doi.org/10.4018/978-1-6684-4507-5.ch021","url":null,"abstract":"This chapter considers transgressions that students and faculty of color face in higher education. Specifically, the chapter examines how implicit bias and microaggressions affect the experiences of students and faculty of color. Special attention is paid to strategies that prevent or address these transgressions from both personal and contextual approaches. The chapter ends with a thought-provoking case study that portrays the multifaceted dimensions of these troubling transgressions in the classroom and provides the reader with some reflection questions to consider.","PeriodicalId":268993,"journal":{"name":"Research Anthology on Racial Equity, Identity, and Privilege","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126014685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4507-5.ch039
T. P. Thomas, Michelle Maultsby
This chapter describes how a considerable milestone for new faculty entering academia has been awarding tenure by the institution of higher education. This is often referred to as the Academy. Tenure-track faculty working towards tenure spend several years honing their craft in the areas of teaching, research, and service. Senior colleagues assume the lead in determining activities, and others who are considered authorities and leaders in the chosen field of scholarship. While HBCUs have provided an enormous source of support for African-American women who are tenure-track faculty, they continue to be underrepresented in the academy and are adversely impacted by the tenure process. Barriers that impede the tenure process of African-American women faculty include societal biases, stereotypes, systemic oppression, and lack of mentorship. This chapter seeks to provide awareness, discuss unique challenges specific to African American women faculty, and existing strategies to negotiating the tenure and promotion processes.
{"title":"Mentoring African American Women at Historically Black Colleges/Universities","authors":"T. P. Thomas, Michelle Maultsby","doi":"10.4018/978-1-6684-4507-5.ch039","DOIUrl":"https://doi.org/10.4018/978-1-6684-4507-5.ch039","url":null,"abstract":"This chapter describes how a considerable milestone for new faculty entering academia has been awarding tenure by the institution of higher education. This is often referred to as the Academy. Tenure-track faculty working towards tenure spend several years honing their craft in the areas of teaching, research, and service. Senior colleagues assume the lead in determining activities, and others who are considered authorities and leaders in the chosen field of scholarship. While HBCUs have provided an enormous source of support for African-American women who are tenure-track faculty, they continue to be underrepresented in the academy and are adversely impacted by the tenure process. Barriers that impede the tenure process of African-American women faculty include societal biases, stereotypes, systemic oppression, and lack of mentorship. This chapter seeks to provide awareness, discuss unique challenges specific to African American women faculty, and existing strategies to negotiating the tenure and promotion processes.","PeriodicalId":268993,"journal":{"name":"Research Anthology on Racial Equity, Identity, and Privilege","volume":"1761 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129500282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4507-5.ch014
Niya Pickett Miller
Explication of how Walter Fisher's narrative theory may be utilized as a pedagogical approach toward culturally responsive teaching (CRT) communication-centric courses at historically Black colleges and universities (HBCUs) is shared in this reflective chapter. The fundamentals of this pedagogical lens lean heavily upon applied theoretical knowledge, scholarship, and the author's practical experiences in teaching predominantly Black students. It is argued that the everyday communication style and life experiences of Black students be routinely fused into the communication course curricula, assignments, and activities to improve learning student and engagement. While teaching students at HBCUs are highlighted in this chapter, it is argued that all marginal and minority student populations, at any college or university, can benefit from college classrooms where student narratives are woven into the learning.
{"title":"Narrative Theory as a Pedagogical Strategy for Culturally Responsive Teaching at HBCUs","authors":"Niya Pickett Miller","doi":"10.4018/978-1-6684-4507-5.ch014","DOIUrl":"https://doi.org/10.4018/978-1-6684-4507-5.ch014","url":null,"abstract":"Explication of how Walter Fisher's narrative theory may be utilized as a pedagogical approach toward culturally responsive teaching (CRT) communication-centric courses at historically Black colleges and universities (HBCUs) is shared in this reflective chapter. The fundamentals of this pedagogical lens lean heavily upon applied theoretical knowledge, scholarship, and the author's practical experiences in teaching predominantly Black students. It is argued that the everyday communication style and life experiences of Black students be routinely fused into the communication course curricula, assignments, and activities to improve learning student and engagement. While teaching students at HBCUs are highlighted in this chapter, it is argued that all marginal and minority student populations, at any college or university, can benefit from college classrooms where student narratives are woven into the learning.","PeriodicalId":268993,"journal":{"name":"Research Anthology on Racial Equity, Identity, and Privilege","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125393808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-4041-0.CH022
Thomas D. Browning, Scot Wilson, Crystal D. Howell, Alexandra M. Weiss, Kathryn E. Engebretson
This chapter outlines the experiences of teacher candidates engaged in service-learning at a large Midwestern university. The authors set out to study this service partnership by asking, What benefits do teacher candidates identify from this service learning partnership? What do they see as challenges? What have they learned? In this chapter, the authors describe the answers to these questions. Obstacles to and opportunities for future development of this partnership are also discussed, and some implications for teacher educators are also outlined.
{"title":"“I Didn't Believe Privilege Existed Before This”","authors":"Thomas D. Browning, Scot Wilson, Crystal D. Howell, Alexandra M. Weiss, Kathryn E. Engebretson","doi":"10.4018/978-1-5225-4041-0.CH022","DOIUrl":"https://doi.org/10.4018/978-1-5225-4041-0.CH022","url":null,"abstract":"This chapter outlines the experiences of teacher candidates engaged in service-learning at a large Midwestern university. The authors set out to study this service partnership by asking, What benefits do teacher candidates identify from this service learning partnership? What do they see as challenges? What have they learned? In this chapter, the authors describe the answers to these questions. Obstacles to and opportunities for future development of this partnership are also discussed, and some implications for teacher educators are also outlined.","PeriodicalId":268993,"journal":{"name":"Research Anthology on Racial Equity, Identity, and Privilege","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116044622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-6684-4507-5.ch068
Tanishia Lavette Williams
This research investigates the outcomes of school communities who leverage an antiracist political agenda to address the racial achievement gap. In New York City, the Equity and Excellence for All agenda is a series of programs and mandates designed to improve student achievement through an antiracist, equity driven lens. This chapter examines policy implementation with an understanding of preexisting school culture conditions that impact policy efficacy. Toward this goal, this research is part of a larger body of work that prioritizes data from the vantage point of students, teachers, and school leaders. A multi-methods study, this research leverages a priori quantitative analysis to articulate distinction in school race culture and then qualitative analysis to capture the counter narrative of the marginalized who are situated in the educationally stratified spaces.
{"title":"Liberty Needs Glasses","authors":"Tanishia Lavette Williams","doi":"10.4018/978-1-6684-4507-5.ch068","DOIUrl":"https://doi.org/10.4018/978-1-6684-4507-5.ch068","url":null,"abstract":"This research investigates the outcomes of school communities who leverage an antiracist political agenda to address the racial achievement gap. In New York City, the Equity and Excellence for All agenda is a series of programs and mandates designed to improve student achievement through an antiracist, equity driven lens. This chapter examines policy implementation with an understanding of preexisting school culture conditions that impact policy efficacy. Toward this goal, this research is part of a larger body of work that prioritizes data from the vantage point of students, teachers, and school leaders. A multi-methods study, this research leverages a priori quantitative analysis to articulate distinction in school race culture and then qualitative analysis to capture the counter narrative of the marginalized who are situated in the educationally stratified spaces.","PeriodicalId":268993,"journal":{"name":"Research Anthology on Racial Equity, Identity, and Privilege","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121675439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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