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Connecting Counterspaces and Community Cultural Wealth in a Professional Development Program. 在专业发展计划中连接计数器空间和社区文化财富。
IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Race Ethnicity and Education
Pub Date : 2023-01-01 Epub Date: 2020-07-27 DOI: 10.1080/13613324.2020.1798378
Cara Margherio, M Claire Horner-Devine, Sheri J Y Mizumori, Joyce W Yen

This qualitative study analyzes the relationship between two concepts from critical race theory-counterspaces and community cultural wealth. Counterspaces are supportive, identity-affirming community spaces, while community cultural wealth highlights the importance of the knowledge, skills, and networks used by individuals belonging to marginalized groups to successfully navigate academia. This study investigates the hypothesis that the processes operating within counterspaces serve to strengthen an individual's access to their community cultural wealth. The study site is BRAINS, a U.S.-based professional development program for early-career academic neuroscientists from underrepresented groups. Findings revealed that two types of counterspace processes (narrative identity work and direct relational transactions) and three types of community cultural wealth (aspirational capital, social capital, and navigational capital) are most salient within BRAINS. After examining the complex interactions connecting counterspace processes and community cultural wealth, we offer recommendations for future professional development programs and research designed to broaden participation in academia.

本研究从批判性种族理论的反空间和社区文化财富两个方面分析了这两个概念之间的关系。反空间是支持性的、肯定身份的社区空间，而社区文化财富突出了边缘化群体的个人所使用的知识、技能和网络在成功驾驭学术界方面的重要性。这项研究调查了一种假设，即在反空间中运作的过程有助于加强个人获得社区文化财富的机会。研究地点是BRAINS，这是一个位于美国的专业发展项目，面向来自代表性不足群体的早期职业学术神经科学家。研究结果显示，两种类型的反空间过程（叙事身份工作和直接关系交易）和三种类型的社区文化财富（抱负资本、社会资本和导航资本）在BRAINS中最为突出。在研究了反空间过程和社区文化财富之间的复杂互动之后，我们为未来的专业发展计划和研究提供了建议，旨在扩大学术界的参与度。
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引用次数: 3
Is the employment of school resource officers in high schools associated with Black girls’ discipline outcomes? 高中学校资源官的雇佣与黑人女孩的纪律结果有关吗?
IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Race Ethnicity and Education
Pub Date : 2022-12-22 DOI: 10.1080/13613324.2022.2160774
John A. Williams, Kristian Edosomwan, Salandra Grice, Sonyia C. Richardson, Jemimah L. Young
ABSTRACT In recent years, the media has highlighted the disrespectful and sometimes violent manner in which SROs respond to Black girls’ behaviors. Few studies question how SROs in schools might influence traditional school discipline outcomes such as suspensions for a double minoritized group (race and gender) such as Black girls. Leaning on the Black feminist framework of Intersectionality and QuantCrit and using the most recent data from the Office of Civil Rights (2017–2018) the present study examined if there was an association between a SRO’s employment in a school and Black girls’ risk of receiving an in-school or out-of-school suspension. The findings indicate that for Black girls, their exposure to an SRO was greatest at urban schools and schools with a racially/ethnically diverse student demographic, and the presence of an SRO was associated with an increase in out-of-school and in-school suspensions for Black girls.
摘要近年来，媒体强调自律组织对黑人女孩行为的不尊重，有时甚至是暴力行为。很少有研究质疑学校的自律组织如何影响传统的学校纪律结果，比如黑人女孩等双重少数群体（种族和性别）的停课。本研究以跨部门性和QuantCrit的黑人女权主义框架为基础，并使用民权办公室（2017–2018）的最新数据，研究了自律组织在学校的就业与黑人女孩被校内或校外停职的风险之间是否存在关联。研究结果表明，对于黑人女孩来说，她们在城市学校和学生群体种族/族裔多样化的学校中受到自律组织的影响最大，自律组织的存在与黑人女孩校外和校内停课的增加有关。
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引用次数: 2
What’s going on here? Black men and gendered-antiblackness at a Hispanic-Serving Institution 这是怎么回事？西班牙裔服务机构的黑人男性和性别反黑人
IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Race Ethnicity and Education
Pub Date : 2022-12-09 DOI: 10.1080/13613324.2022.2154371
Derrick R. Brooms
ABSTRACT This current study relies on in-depth interviews with 16 Black men to explore their experiences attending a Hispanic-Serving Institution in the Southwest region of the U.S. In discussing their experiences, the students identified antiblackness as a reality that accosted them personally and confronted them in their college years. In particular, they articulate what can be understood as gendered-antiblackness given that much of what they experienced hinged on their racialized-gendered identities. The findings detail the men’s sensemaking of how Black men are (re)positioned on campus, including the ways their identities matter in how they experience campus life, navigate the campus, and think about themselves and their educational efforts. These findings contribute to understanding how institutional environment impacts collegiate Black men’s experiences, sense of self, and educational pursuits.
本研究通过对16名黑人男性的深度访谈，探讨了他们在美国西南地区西班牙裔服务机构的经历。在讨论他们的经历时，学生们认为反黑人是一个现实，在他们的大学生活中，这一现实一直困扰着他们。特别是，他们表达了可以被理解为性别反黑人的东西，因为他们经历的很多事情都与他们的种族化的性别身份有关。调查结果详细说明了男性对黑人在校园中的定位的理解，包括他们的身份对他们如何体验校园生活、如何在校园中穿行、如何看待自己和自己的教育努力的影响。这些发现有助于理解制度环境如何影响黑人大学生的经历、自我意识和教育追求。
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引用次数: 3
Decolonising the curriculum: students’ perspectives in criminology 课程的非殖民化:学生对犯罪学的看法
IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Race Ethnicity and Education
Pub Date : 2022-12-07 DOI: 10.1080/13613324.2022.2154374
Hind Elhinnawy
ABSTRACT Building on the recent intensified calls to decolonise the curriculum in higher education in the UK and beyond, and on my modest initiatives amongst some colleagues, this paper explores the impact of the dominant Eurocentric curriculum on minoritised ethnic students, and their perspectives of our decolonising initiatives, with the aim of refining them. To do so, I exercise ‘affective awareness’, and ‘decolonial reflexivity’, working with my discomforts whilst engaging with 10 minoritised ethnic students in criminology purposively selected to participate in semi-structured interviews after completing self-administered questionnaires. Based on the findings of this work, I argue that for ‘decolonising the curriculum’ beyond the box-ticking exercise, it should involve more than broadening the canon and revising reading lists. It should engage in an uncomfortable unpacking of asymmetrical power relationships and a shift in the practices of knowledge production, in ways that include the students’ perspective more closely.
摘要基于最近英国及其他地区对高等教育课程非殖民化的呼声越来越高，以及我在一些同事中提出的一些适度举措，本文探讨了主导的欧洲中心课程对少数族裔学生的影响，以及他们对我们非殖民化举措的看法，目的是完善这些举措。为了做到这一点，我锻炼了“情感意识”和“非殖民化反身性”，处理我的不适，同时与10名犯罪学少数族裔学生接触，这些学生在完成自我管理问卷后被有意选择参加半结构化访谈。根据这项工作的发现，我认为，除了勾选方框之外，“课程非殖民化”还应该包括扩大经典和修改阅读清单。它应该以更紧密地包含学生观点的方式，对不对称的权力关系进行令人不安的解读，并转变知识生产的实践。
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引用次数: 1
Testimonios of teaching from four latina first-year teachers 四位拉丁语一年级教师的教学见证
IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Race Ethnicity and Education
Pub Date : 2022-12-06 DOI: 10.1080/13613324.2022.2154332
Teresa Sosa
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引用次数: 0
In-between the West and the other: Postcolonial contradictions in Korean Students’ understandings of Islam 西方与西方之间：韩国学生对伊斯兰教理解的后殖民矛盾
IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Race Ethnicity and Education
Pub Date : 2022-12-06 DOI: 10.1080/13613324.2022.2154372
Geena Kim, Jiyoung Kang
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引用次数: 0
Asian Americans and the battle against affirmative action: opposition to race-based admissions as neoliberal racial subjectivity performance 亚裔美国人与反平权行动之战:反对以种族为基础的录取作为新自由主义种族主体性的表现
IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Race Ethnicity and Education
Pub Date : 2022-12-06 DOI: 10.1080/13613324.2022.2154331
Eujin Park, Gabrielle Orum Hernández, Stacey J. Lee
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引用次数: 1
Racial identity exploration and academic belonging: LatinX faculty navigating the counters of Latinidad 种族认同探索和学术归属:拉丁裔教师在拉丁人主义的柜台上导航
IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Race Ethnicity and Education
Pub Date : 2022-12-06 DOI: 10.1080/13613324.2022.2154373
Claudia García-Louis, Javier Mateos-Campos
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引用次数: 2
“We just do us”: How Black teachers co-construct Black teacher fugitive space in the face of antiblackness “我们只是做我们自己”：黑人教师如何在反黑人面前共同构建黑人教师逃亡空间
IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Race Ethnicity and Education
Pub Date : 2022-10-07 DOI: 10.1080/13613324.2022.2122424
J. Stovall, Micia Mosely
ABSTRACT This article presents findings from an empirical study that sought to understand how Black teachers collectively built a Black affinity space in response to the antiblackness they faced in their school sites. Analyses of interview and participant observation data point to the importance of Black teachers creating spaces reminiscent of a homeplace, where they can speak and act with their full selves through play, humor, and various expressions of Blackness. The article argues that the concept of affinity spaces is insufficient to describe what the teachers in the study collectively built. Instead, we draw on notions of fugitivity from Black Studies to theorize this space as a pro-Black fugitive space. We argue that these Black teacher fugitive spaces are rehumanizing and sustaining for Black teachers, offering implications for Black teacher support and retention.
摘要本文介绍了一项实证研究的结果，该研究旨在了解黑人教师如何集体建立一个黑人亲和力空间，以应对他们在学校所在地面临的反黑人情绪。对访谈和参与者观察数据的分析表明，黑人教师创造让人想起家乡的空间的重要性，在那里，他们可以通过玩耍、幽默和各种黑人表情来完整地说话和行动。文章认为，亲和空间的概念不足以描述研究中教师集体构建的内容。相反，我们借鉴了黑人研究中的逃亡性概念，将这个空间理论化为亲黑人的逃亡空间。我们认为，这些黑人教师逃亡空间正在重新安置和维持黑人教师，为黑人教师的支持和留住提供了启示。
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引用次数: 3
Multiracials’ membership and identification practices on campus: a boundary-work approach 多元种族在校园中的成员资格和身份识别实践：一种边界工作方法
IF 2.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Race Ethnicity and Education
Pub Date : 2022-09-14 DOI: 10.1080/13613324.2022.2114510
D. Song, Abiya Ahmed, Tamara Gilkes Borr, A. Antonio
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引用次数: 2
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