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1.
A growing body of scholarship in teacher education has explored the historical, systemic, interactional, and individual factors that create possibilities and challenges in White teachers’ reconceptualization of their racial identity and of the purpose and nature of their work in a racialized society. However, there has been little attention to programs of teacher education as critical mediators of such learning and change. Through an analysis of in-depth interviews with four prospective White teachers in the United States, we develop a framework of White teachers’ racial identities as situated within racial ideologies and mediated by the context of teacher education programs. The framework helps elucidate how teachers’ racial identities are instantiated through interactions and available identities in a program space, which are in turn shaped both by ideology and program structure and culture. The framework and findings urge an insertion of our own agency, as teacher educators, into the analyses of White prospective teachers’ learning and change, by highlighting our role as individuals who co-construct the programmatic structure and culture that partially instantiates these teachers’ racial identities. 相似文献
2.
This article critically analyzes the narratives of 62 White male undergraduates at a single institution about their views on race and experiences with racism. It is framed by Mills' (1997) conception of Whiteness that is founded upon an inverted epistemology or an epistemology of ignorance. Therefore, this analysis centers the ways in which White male undergraduates concurrently downplay the contemporary significance of White privilege while examining the role college experiences have at reinforcing this structured ignorance. The themes from their interviews included: (1) White ignorance and White identity as meaningless; (2) Evasive White racial ignorance; and (3) Racial arrested development and racial regression. These findings emphasize the need to creatively challenge White males to develop their racial selves, especially because their ignorance fuels the linguistic and physical violence Students of Color regularly experience. 相似文献
3.
In this constructivist grounded theory study, 12 White mental health counselors committed to antiracism were interviewed to explore their professional identity development. The emergent theoretical model of antiracist counseling identity development is a multifaceted lifelong developmental process that manifests through personal and professional experiences and is enacted within antiracist actions. 相似文献
4.
James C. Jupp Timothy J. Lensmire 《International journal of qualitative studies in education》2016,29(8):985-988
AbstractIn this article, we introduce our special issue, ‘Second-Wave White Teacher Identity Studies: Toward Complexity and Reflexivity in the Racial Conscientization of White Teachers.’ We characterize white teacher identity studies as a developing field with important implications for education research and teacher education. Early work in this field focused on documenting, how white teachers denied and evaded the significance of race and white privilege in their work and lives. The articles in this special issue exemplify a second wave of white teacher identity studies which builds on and responds critically to this earlier work. Crucial concerns of this second-wave work include attending to the nuances and complexities of white racial identities, as well as examining the pedagogical, curricular, and institutional contexts within which these identities are taken up. 相似文献
5.
Kerri Ullucci 《Teaching Education》2013,24(1):89-107
A critical concern in preparing teachers for urban schools is helping them make sense of race, identity and racism in schools. Teacher education programs struggle with how to address these issues in classes of primarily White students. Through a document analysis, the present study highlights?how teacher educators can use narrative – particularly autobiographies – to help understand the racial and cultural consciousness of White teachers. Narrative construction?provides a method to highlight how White teachers understand their identities and how Whiteness functions in society. Places of resistance, and stories yet untold, are also explored as a teacher educator looks to refine her own practice. 相似文献
6.
This study organized five black American undergraduate students into a participatory action research (PAR) team to examine Cross and Strauss’ (1998) and Cross, Smith, and Payne's (2002) functions of blackness theory (i.e., bonding, code switching, and individualism) within a sample of black American students, frontline staff (i.e., janitors), and faculty at a predominantly white institution (PWI) or university. The racial-ethnic lived experiences of black Americans at a PWI can reveal outcomes in terms of employee performance and student academic and social experience. Data were collected from four student focus groups (i.e., general student body, students in Greek organizations, student athletes, and student leaders), one frontline staff focus group, five individual faculty interviews, and one individual interview with a female student athlete. Each participant completed a demographic survey. Also, extensive field observations were taken of participants at this particular PWI. Findings revealed how black Americans use bonding, code switching and individualism as functions of a racial identity when navigating a PWI as a mainstream environment. Data suggest very little bonding took place across the three subsamples (i.e., students, frontline staff, and faculty) and bonding practiced by black Americans at this PWI was found to exist most often within subpopulations, specifically within students and frontline staff. Participants, overall, were comfortable with code switching between a professional identity and a more racial, black American and/or social identity. Also, a number of participants understood their individuality to be more salient than a racial or black American identity. Implications for PAR projects with black American college students are also discussed within this article. 相似文献
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8.
Jeffrey S. Van Lone Michael Siembor Brian J. Mistler David J. Mapstone 《Journal of College Student Psychotherapy》2017,31(2):132-154
This article examines college student disengagement from sports, presents a multidimensional concept of athletic identity, and introduces a new measure intended to assist college counselors in their work with disengaged athletes. The Multidimensional Athletic Identity and Engagement Scale (MAIES) is introduced (Cronbach alpha .98, with subscale alphas between .78 and .96), and the results of exploratory and confirmatory factor analyses and convergent and divergent validity with 250 college student participants are presented. Using case examples, the authors discuss how counselors may use the MAIES in their work with students. Limitations of the study and suggestions for future research are discussed. 相似文献
9.
Katharine E. Scott Tory L. Ash Bailey Immel MaKayla A. Liebeck Patricia G. Devine Kristin Shutts 《Child development》2023,94(1):74-92
Multiple studies (n = 1065 parents, 625 females, 437 males, 3 nonbinary, 99.06% White; n = 80, 5 to 7-year-old children, 35 girls, 45 boys, 87.50% White; data collection September 2017–January 2021) investigated White U.S. parents' thinking about White children's Black-White racial biases. In Studies 1–3, parents reported that their own and other children would not express racial biases. When predicting children's social preferences for Black and White children (Study 2), parents underestimated their own and other children's racial biases. Reading an article about the nature, prevalence, and consequences of White children's racial biases (Study 3) increased parents' awareness of, concern about, and motivation to address children's biases (relative to a control condition). The findings have implications for engaging White parents to address their children's racial biases. 相似文献
10.
In this article, using data collected primarily through interviews and observations the researcher explores how students and teachers of African descent at the Jaime Hurtado Academy understand and interpret race and racism in the city and province of Esmeraldas, which is the only region of the country where Afro‐Ecuadorians comprise the largest proportion of the population. The findings reveal that students often distanced themselves from their Blackness through racial mixture, and that parents played a critical socializing role in their students’ negotiations of racial identity. Additionally, it was found that teachers universally embraced their Blackness, although they simultaneously acknowledged their mixed racial ancestry. These findings contest literate understandings of race and ideological attempts by elites to exclude Afro‐Ecuadorians within the dominant discourse of national identity. 相似文献
11.
Chalmer E. Thompson 《Interchange》2003,34(4):421-447
As people develop a meaningful understanding of racism, they also experience shifts in their appraisals of self and others as members of an unfairly stratified society. Consistent with the premises of Helms' (1995) racial identity theory, these shifts can be explained as transformational processes that have relevance to matters of morality and peace advancement. Individuals who operate at advanced levels of racial identity development overcome the confinements inherent in a racism Zeitgeist and in so doing, learn to accept themselves and others more authentically. This theory can prove crucial to peace promotion in children because it espouses to nurture the integration of self within the broader spectrum of humanity. Educators who transform their selves can also transform their educational practices by disrupting cycles of socialization that adversely influence children's identity formation. They can also contribute to the creation of new structures of socialization. In this paper, I describe this theory and how it applies to peace education. 相似文献
12.
Lauren Leigh Kelly 《Learning, Media and Technology》2018,43(4):374-389
ABSTRACTDrawing from Black, feminist epistemologies as well as theories of critical consciousness, and adolescent digital literacies, this paper analyzes the narratives of 7 Black, female high school students who experience oppressive practices, including racial microaggressions, silencing, harsh discipline, and marginalization within a predominately White school environment. At this juncture in which race, politics, and activism intersect with school, media, and identity, this study discusses how Black, female students resist oppression and use digital and social media as well as other available tools to speak out against injustice and heighten the racial awareness of their school community. This qualitative case study uses individual and focus group interviews to examine the ways in which Black female students develop critical resistance strategies, working individually and collectively within existing structures to fight for their humanity and liberation. 相似文献
13.
Madonna G. Constantine 《Counselor Education & Supervision》2002,41(3):162-174
The author investigated the relative contributions of prior multicultural training, racism attitudes, and White racial identity attitudes to self‐reported multicultural counseling competence in 99 school counselor trainees. After accounting for the number of previous multicultural counseling courses taken, results revealed that racism attitudes and White racial identity attitudes together contributed to significant variance in self‐perceived multicultural counseling competence. In particular, higher levels of racism were correlated with lower levels of self‐reported multicultural counseling competence. Moreover, higher Disintegration racial identity attitudes held by Whites were associated with their lower levels of self‐perceived multicultural counseling competence. Implications of the findings are discussed. 相似文献
14.
Since the arrival of Europeans in the Americas, Native Americans (NA) have experienced historical trauma (Brave Heart & DeBruyn, 1998). However, sources of socio-cultural resilience continue to exist within this population (Kirmayer et al., 2011). Rather than pathologize NAs, we attempt to better understand the implications of their sources of socio-cultural resilience. We sought to examine how bicultural competence and racial identity affect intrinsic motivation and how these relationships are mediated by a sense of belonging. Self-reported data for this study was gathered from a sample of NAs (N = 219) attending a tribal college. Results suggest that bicultural competence and the racial identity dimensions of racial centrality and private regard are related to intrinsic motivation, and these relationships are mediated by a sense of belonging. These findings suggest that tribal colleges are a likely source of socio-cultural resilience, facilitating success for NAs in an ever-changing world. 相似文献
15.
Utilizing a Critical Race Mixed Methodology framework, the purpose of this concurrent (QUANT +qual) mixed methods study was to investigate the relationships between the racial identity, science identity, science self-efficacy beliefs, and science achievement of 347 African American college students who attend historically Black colleges and universities (HBCUs). The quantitative data identified several statistically significant relationships between science identity, racial identity, science self-efficacy, and science achievement. The results of a path analysis suggested that college science achievement is significantly explained by science identity (indirect effect = 0.09, p < 0.01), and marginally by racial identity measures (centrality, nationalist, and public regard), with science self-efficacy serving as a mediator. In the qualitative strand, semi-structured interviews were conducted with 14 students from the quantitative strand in order to corroborate the findings between the two methods. The qualitative data revealed that HBCUs facilitate the development of the constructs of interest by establishing Black racial cohesion and Black science cohesion, as well as by building students’ science cultural capital. Overall the qualitative findings corroborated several key quantitative findings. 相似文献
16.
Tonda Liggett 《The Urban Review》2008,40(4):386-402
In this article, I examine the role of teacher racial identity on teaching strategy and the treatment of race in classroom
discussions. I explicate how the pattern of minimizing the negative racial comments made to English language learners played
out in participants’ teaching and how it is reflective of socially constructed notions of race and racial discourse. The treatment
of racial issues, in this sense, can be seen as a microcosm of larger social, historical, and political factors that shape
individuals’ thinking about equity and diversity. I argue that by analyzing these underlying factors in teacher education
courses, the unconscious and often subtle ways that stereotypes based on race, culture, or English language proficiency, can
be demystified and disrupted. 相似文献
17.
Ryan M. Crowley 《International journal of qualitative studies in education》2016,29(8):1016-1029
AbstractThis critical case study investigated the experiences of six White preservice teachers as they learned about race and racism during the first semester of an urban-focused teacher preparation program. The author identified two broad themes of transgressive White racial knowledge and negotiated White racial knowledge to capture the participants’ engagement with the topic of race. By detailing the complexities of the racial knowledge of a group of race-conscious White teachers, the project helps to de-homogenize conceptualizations of White teachers’ racial identities. The transgressive knowledge displayed by the participants largely occurred in their intellectual understandings of issues related to urban education. When the participants discussed their antiracist practice and their own complicity in racism, their negotiations with critical understandings of race emerged. These findings suggest that educators working with race-conscious White teachers should emphasize the messiness inherent in enacting an antiracist practice and think differently about the subtle distancing strategies White teachers often deploy to release themselves from complicity in racism. 相似文献
18.
Predominantly White institutions have not been as effective as historically Black institutions in retaining and conferring
degrees upon African American college students. This review seeks to embed the psychological aspects of the retention process
proposed by Bean and Eaton [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student
departure puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] in a culturally-sensitive framework and consider
how African American students attending PWIs may experience the processes in retention. We first give a brief overview of
Bean and Eaton’s [A psychological model of college student retention. In J. M. Braxton (Ed.), Reworking the student departure
puzzle (pp. 48–61). Nashville, TN: Vanderbilt University Press, 2000] model of retention, then we propose and discuss revisions
to Bean and Eaton’s model that we believe would make the model more applicable to African American students attending predominantly
White institutions. Specifically, we address students’ attitudes towards their institution, academic self-efficacy, motivation,
achievement goals, attributions, and ethnic and bicultural identity development. The discussion concludes with implications
and directions for future study. 相似文献
19.
This paper considers the development of teachers’ professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within the framework of positioning theory and the theories of narrative identity, indicated that the interviewees constructed several professional teacher identities that were closely linked to each teacher’s perception of their dyslexia. The experience of dyslexia was clearly evident as a positive element in each identity. Instead of seeing it as an obstacle it can become a part of the teacher’s own identity and can be used as a tool to thrive in their profession. 相似文献
20.
Both K-12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co-authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories of STEM as male and White), Kelli and Samantha show us how they negotiated and maintained a sense of belonging in STEM even through moments of self-doubt in their STEM trajectory. These negotiations allowed them to carve a space for themselves within STEM. A key finding from these counterstories was the resilience both women developed through their participation in counterspaces and support from family and teachers that helped them develop pride in their STEM identity trajectories. Our study adds to the research on Black women's journeys in STEM by describing resilience strategies that our authors were forced to develop in response to White supremacy and how they were able to maintain their STEM identity by creating a counterstory that allowed them to maintain their sense of belonging within STEM. And yet, we conclude by asking if resilience is enough since both women questioned their authentic and valued place in their respective STEM disciplines because of the dominant storyline of STEM as White and male. Their stories reveal the deeper truth that change is needed in STEM to empower students of color to see themselves as not just tolerated but valued members of the discipline. 相似文献