College-conocimiento: toward an interdisciplinary college choice framework for Latinx students

This paper builds upon Perna’s college choice model by integrating Anzaldúa’s theory of conocimiento to propose an interdisciplinary college choice framework for Latinx students. Using previous literature, this paper proposes college-conocimiento as a framework that contextualizes Latinx student college choices within the inequitable distribution of institutional resources in the K-12 system. In particular, the framework centers on the notion that a lack of adequate college guidance can influence a cyclical Latinx college choice process. College-conocimiento is defined as a serpentine process where Latinx students reflect on the college information that they receive, in relation to their intersectional identities when preparing for college. The pathway of college-conocimiento entails seven cyclical spaces and aims for students to develop a reflective college consciousness, exemplified through self-advocacy and supporting peers with the college choice process. This paper challenges college choice as a sequential process by noting that students can repeat stages as needed.     

Race still matters: preparing culturally relevant teachers

This qualitative study explores racial identity development of teacher candidates during a teacher preparation program dedicated to preparing teachers for diverse classrooms. Two black teacher candidates in the US demonstrate their racial identity development through critical reflections offered throughout the program. Findings suggest that teachers’ racial identities shaped their constructions of culturally relevant (CR) pedagogy. Implications for teacher education programs include considering how the development of CR pedagogues is influenced by teacher candidates’ racial identities and experiences.     

Racial witnessing and the formation of los conscientes – race critical preservice teachers

This article introduces the concept of racial witnessing – i.e. defining moments where an individual experiences a strong event in which they (or someone they care deeply about) were racialized, Othered, and/or treated differently (usually negatively) because of their racial group, racial affiliation, etc. It is these moments of racial witnessing that are pivotal in the development of los conscientes. These were the more critical-minded preservice teachers who demonstrated a greater understanding regarding race and racism and the impacts it has on the educational system and human lives. This article argues that it is not a specific variable and/or experience (such as those gained in field experiences) that creates race consciousness among preservice teachers. It is the accumulation of racial witnessing events that allow for a deeper understanding of how race dictates lives.     

‘How I show up for Brown and Black students’: Asian American male mathematics teachers seeking solidarity

ABSTRACT

The ratio of Asian American teachers to Asian American students is the most disproportionate of all racial groups, where Asian American students are least likely to have an Asian American teacher. In addition, little research focuses on the experiences of Asian American teachers, particularly in connection with issues of racism. Using AsianCrit, internalized racism, and stereotype management, this study investigates how Asian American male mathematics teachers conceptualize their racial/ethnic and mathematics teacher identities given the prevalence of the Model Minority Myth. Using photovoice interviews, findings indicate that participants experienced internalized racism and engaged in stereotype management by distancing themselves from other Asian Americans, discussing their own difficulties in mathematics, and actively reaching out to form relationships with Black and Latinx students. We recommend supports for Asian American teachers and all teachers of color to build critical consciousness to reduce internalized racism and empower themselves and their students.     

Unpacking racial identities: the salience of ethnicity in Southeast Asian-American youth’s schooling experience

This article reconceptualizes white teachers’ notion of their Asian-American students’ racial identity. Forty urban Southeast Asian-American (SEAA) students and seven of their white European-American teachers were examined to determine how the students responded to the white teachers’ assumptions about their identity. This study provides an overview of the U.S. historical and political contexts that shape the positionality of Southeast Asian-American youth in the black–white racial discourse. It found that despite the fact that the teachers lumped the SEAA students into one category, the students highlighted the salience of ethnicity in their lives. One implication of this study is for teacher education programs to train new teacher candidates to move beyond simple racial categorization or race-blind approaches. Instead, teachers should be taught to acknowledge the importance of ethnicity to their students; to examine their own positionalities; and to incorporate more culturally relevant pedagogies into their instructional practices.     

An Ecological Approach to Racial Environments and Their Relationship to Mental Health

Although research has demonstrated that aspects of racial environments such as racial experiences and racial diversity can relate to psychological health and well-being, few studies have examined what specifically happens when individuals move from one racial environment to another. The present study asked 179 African Americans transitioning to a predominantly white institution (freshmen or junior transfers) about racial diversity (percentage of African Americans) at their prior institution, racial experiences at their prior institution, and racial experiences at the current institution and examined how these characteristics related to self-reported depression. Overall, we found that more negative previous racial experiences predicted greater depressive symptoms in college. Results also revealed a significant three-way interaction such that more positive current racial experiences predicted less depressive symptoms, but only for those students coming from predominantly negative racial environments—low racial diversity and more negative racial experiences. Our findings highlight the complex role of past and present racial environmental factors in influencing psychological health. Implications for African American college students’ success and well-being are discussed.     

Korean American social studies teachers’ perceptions and experiences of teaching profession in multicultural urban high schools

This study explores two Korean American social studies teachers’ perceptions and experiences of the teaching profession in multicultural, urban public high schools. Drawing upon critical race theory (CRT) and its interconnection to the model minority myth, the most dominant form of racism against Asians as theoretical underpinnings, this study focuses on: (1) Korean American teachers’ unique experiences of being racial minority educators teaching a contentious subject like social studies within culturally and linguistically diverse school settings; and (2) the influences of the model minority racial stereotype on the teachers’ career choice, professional experiences, and associated coping strategies. This study aims to shed light on the heterogeneous stories and ethnoracially contextualized teaching experiences of Asian American teachers and to provide meaningful insights into and practical implications for the preparation and retention of teachers of color.     

‘They were constantly on the losing side of things’: the pedagogical power of an African-American teacher candidate bearing witness in teacher education

The stories of students and teacher candidates of Color (Just as singular racial/ethnic identities are capitalized (i.e. African-American, Asian, Latina, Native American etc.), I capitalize Color to honor the various identities that many ‘non-white’ people hold near and dear. I recognize the nuances in doing so- such as the reality that the term ‘people of Color’ actually erases identity while the term also highlights a shared experience (though also nuanced) of being ‘non-white’ in a white supremacist society.) hold powerful lessons and insights for teacher education programs and educational reform efforts. Yet, rarely do educators and policy-makers solicit or critically engage the educational narratives of these stakeholders. In particular, research confirms that we know little about how students’ of Color educational experiences are impacted by race(ism) and culture and how those experiences subsequently inform their ideas about teaching. This study, framed by critical race theory (CRT), examines an African-American (African-American is used intentionally here as this is how Ariel identifies racially.) teacher candidate’s racialized K-12 and postsecondary school experiences to more fully understand the connection between lived experience and developing teacher identity. Ariel’s story reflects her own school experiences; her focus on her peers’ school experiences when asked about her own; and how those experiences, informed by race and culture, contribute to her development of pedagogy. Analytical considerations illustrate that memory and remembrance, witnessing and bearing witness, and testimony are deliberate and powerful acts in the development of pedagogy and should be central to teacher education curriculum.     

Unpacking internalized racism: teachers of color striving for racially just classrooms

Within racial inequitable educational conditions, students of color in US schools are susceptible to internalizing racism. If these students go on to be teachers, the consequences can be particularly detrimental if internalized racism influences their teaching. Framed in Critical Race Theory, this article investigates the process pre-service teachers of color took in unpacking their internalized racism as they strive for racially just classrooms. In-depth interviews and focus groups were conducted with black (four) Latina (four) and Asian American (four) women enrolled in a social justice-oriented urban teacher education program in California. Data revealed that participants in this study: (1) had experienced racism and internalized racism in their K-12 education; (2) had done self-work prior to enrolling in their teacher education program to begin the process of unpacking internalized racism; and (3) felt that critical dialogues about internalized racism within teacher preparation was essential to develop pedagogy that challenges racial inequality. This study adds to the field by taking a cross-racial approach to understanding the struggles of teachers of color with internalized racism in their own lives. It additionally outlines an important process many teachers of color go through to develop racially just classrooms.     

‘You are not born being racist,are you?’ Discussing racism with primary aged-children

Ethnic-racial socialisation is broadly described as processes by which both minority and majority children and young people learn about and negotiate racial, ethnic and cultural diversity. This article extends the existing ethnic-racial socialisation literature in three significant ways: (1) it explores ways children make sense of their experiences of racial and ethnic diversity and racism; (2) it considers ways children identify racism and make distinctions between racism and racialisation; and (3) it examines teacher and parent ethnic-racial socialisation messages about race, ethnicity and racism with children. This research is based on classroom observations, semi-structured interviews and focus groups with teachers, parents and students aged 8–12?years attending four Australian metropolitan primary schools. The findings reveal that both teachers and parents tended to discuss racism reactively rather than proactively. The extent to which racism was discussed in classroom settings depended on: teachers’ personal and professional capability; awareness of racism and its perceived relevance based on student and community experiences; and whether they felt supported in the broader school and community context. For parents, key drivers for talking about racism were their children’s experiences and racial issues reported in the media. For both parents and teachers, a key issue in these discussions was determining whether something constituted either racism or racialisation. Strategies on how ethnic-racial socialisation within the school system can be improved are discussed.     

Ethnic penalties? The role of human capital and social origins in labour market outcomes of second-generation Moroccans and Turks in the Netherlands

In Western Europe, the children of Moroccan and Turkish migrants were found to be significantly disadvantaged in the labour market. This ethnic gap was found to persist after considering differences in schooling, which was argued to reflect ‘ethnic penalties’ driven by cultural, religious, or racial factors. This study uses data from the 1st Wave of the ‘Netherlands Longitudinal Life-Course Study’ (2009–2010) to revisit the analysis of ‘ethnic penalties’ for second-generation Moroccans and Turks. Unlike in previous research, empirical analyses not only consider differences in schooling, but also skills and social origins. Results show substantial ethnic inequalities in the labour market, with the exception of women from Moroccan origins. For men, these ethnic inequalities do not disappear when human capital factors are considered, but they do when accounting for the unprivileged social origins of ethnic minorities. For women, the disadvantage of second-generation Turks in achieving privileged occupations clearly disappears when human capital and social origins are considered. Yet, the chances of being unemployed among women of Turkish origins persist after controlling for education, skills, and social origins. Overall, this study has global academic and public policy implications to understand the socioeconomic integration of the Moroccan and Turkish second generation in Western Europe.     

Whiteness and national identity: teacher discourses in Australian primary schools

The study examines how white teachers talked to children about national identity and cultural diversity by drawing on qualitative research with eight- to 12-year-old students and their teachers from four Australian primary schools with different racial, ethnic and cultural demographics. Despite a range of explicit and implicit approaches that fostered different levels of critique among students, teachers often communicated Australian national identity as commensurate to white racial and Anglo-Australian cultural identity. We identified three main approaches teachers used to talk about national identity and cultural diversity: cultural essentialism, race elision and a quasi-critical approach. We conclude that the wider education system needs to develop a more formal curriculum structure that guides teachers in developing a better awareness of the power of white normativity, and to critically and explicitly counter discourse and practice that centres whiteness as foundational to dominant conceptualisations of national identity.     

“I am here for a reason”: minority teachers bridging many divides in urban education

Minority teachers are overwhelmingly employed in urban schools in underserved, low-income communities with large minority student populations. They receive little in the way of multicultural preparation, mentorship, and professional induction to meet the demands of teaching diverse student populations. This grounded theory study explores the experiences of novice teachers from various minority backgrounds working in urban classrooms. A tentative grounded theory, ‘I am here for a reason’ emerged, suggesting that minority teachers rely on their personal backgrounds and experiences to help them take an insider’s perspective with minority students in light of poor multicultural preparation and limited support in schools. The shared cultural perspective with students enables teachers to connect with and advocate for students, which represents both a strength and challenge for minority teachers. Finally, minority teachers are motivated by a strong desire for social justice as they work to bridge many divides, and are intentional in their work despite facing significant obstacles in training and teaching.     

In hindsight and now again: black male teachers’ recollections on the suffering of black male youth in US public schools

This article draws from data in a larger qualitative study on the lives of black male teachers in US public urban schools. I examine their schooling experiences as black male youth. By coupling theories of social suffering with life history methodology, this research analyzes how three black male teachers experienced frustration, marginalization, and misery as students. For these participants, academic tracking was a site of social suffering. This suffering persisted into their adult lives as classroom teachers, as they witnessed and attempted to mitigate the struggles of their own black male students. The findings in this study have implications for further research on black male teachers as well as their recruitment and retention in US public schools.     

Racing tradition: Catholic schooling and the maintenance of boundaries

This article seeks to add to the underdeveloped strain of inquiry on the raced social experience of students in private and parochial institutions. We examine the role Catholic schools in the city of Chicago play in the maintenance and creation of racially problematic policies, spaces, and rhetoric. The research uncovers a multitude of responses framing African American students as an exotic other in mission and action through the leveraging of liturgical, ideological, and political language and practice. Using Cultural Studies and Critical Race Theory the work seeks to create a discursive space for representation and resistance in the repositioning of dominant and sanguineous narratives about Catholic schooling both in the US and globally. We use moments when race became particularly and often painfully salient in our experiences of Catholic schooling to expose the structural and racial inequity perpetuated in establishing and enforcing racial barriers to success through religion-for-segregation educational policies.     

Racialization in Public and Private: Memories of First Racial Experiences

Research suggests retention of childhood memories into adulthood requires such memories to hold a certain amount of importance. Therefore, initial racial memories likely play a role in one??s racialization process, or formulation of an understanding of race. This study uses data from 49 in-depth interviews with white undergraduate students on memories of their first experiences of race. Data generally fell into the categories of private and public racialization. Private racialization included accounts of events that took place at home, primarily consisting of racist joking, derogatory comments, and family storytelling. Public racialization consisted of events that took place outside the home, most commonly at school. Data also revealed interactions between private and public realms, where accommodations were made in private to control, minimize or restrict interracial contact in public.     

The significance of the racial contract in teachers’ college expectancies for students of color

ABSTRACT

Drawing on the theories of the racial contract and whiteness as property, this one-year qualitative case study explored the ways in which 27 classroom teachers harnessed school structure and classroom curriculum to support the college readiness of students of color in two California school districts. The study discovered that these teacher participants displayed different degrees of race consciousness, prompting contradictory expectancy practices. Negative expectations often reinforced ideologies and material conditions associated with the racial contract and, in effect, perpetuated whiteness as the racial construct of college-going abilities. Conversely, those teachers who operated with a higher degree of race consciousness reported more equitable teaching practices that emphasized self-respect, solidarity, and education as a collective contract for the common good. The study draws conclusions that impact educational policies, particularly those that identify college readiness as the benchmark of equity and high-school success.     

Counter-narrative as method: race,policy and research for teacher education

The authors argue for a research and conceptual agenda that complicates and disrupts common narratives in teacher education that have serious implications for race. Building on the pivotal work of legal scholar Derrick Bell and through a critical race theory (CRT) lens, this article challenges researchers to broaden and complexify traditional ideologies related to: (1) characteristics of ideal teachers recruited into the field; (2) the amount of time teachers should be expected to remain in the field through alternative programs such as Teach for America; (3)weight placed on teacher entrance examinations; (4)racial diversity of P-12 teachers; (5)racial and ethnic makeup of teacher educators; and (6)over-reliance on subject matter knowledge in teacher preparation to the exclusion of other aspects of learning to teach. The authors argue given the present racial divide in schools between teachers and students it is imperative for teacher education programs to complicate and intensify the utility of race in their recruitment, retention, and support of teacher education practices and policies. The authors offer a counter narrative framework and agenda to advance policy and research through a CRT lens.     

Three cultural models of teacher interaction valued by Mexican students at a US high school

Using students’ interviews as data source, this study explores the interactional experiences of several Mexican students at a US high school in the Midwest with their teachers and discusses how three cultural models of teacher interaction valued by the students impact their affiliation, motivation, and engagement with school. Emphasis is given to the students’ voices to explore how teachers are perceived by them. The study found that several teachers displayed negative stereotypes influenced by cultural and social biases toward Mexicans and the anti-immigrant climate in society. Insights are provided regarding the manner in which Mexican students’ teacher interaction influences their high drop out rate, their low academic achievement, and their low graduation statistics. The findings suggest that there is an urgent need to improve teachers’ cultural awareness and cultural sensitivity toward Mexican students.     

Young,Black, and (Still) in the Red: Parental Wealth,Race, and Student Loan Debt

Taking out student loans to assist with the costs of postsecondary schooling in the US has become the norm in recent decades. The debt burden young adults acquire during the higher education process, however, is increasingly stratified with black young adults holding greater debt burden than whites. Using data from the NLSY 1997 cohort, we examine racial differences in student loan debt acquisition and parental net wealth as a predictor contributing to this growing divide. We have four main results. First, confirming prior research, black young adults have substantially more debt than their white counterparts. Second, we find that this difference is partially explained by differences in wealth, family background, postsecondary educational differences, and family contributions to college. Third, young adults’ net worth explain a portion of the black–white disparity in debt, suggesting that both differences in accumulation of debt and ability to repay debt in young adulthood explain racial disparities in debt. Fourth, the black–white disparity in debt is greatest at the highest levels of parents’ net worth. Our findings show that while social and economic experiences can help explain racial disparities in debt, the situation is more precarious for black youth, who are not protected by their parents’ wealth. This suggests that the increasing costs of higher education and corresponding rise in student loan debt are creating a new form of stratification for recent cohorts of young adults, and that student loan debt may be a new mechanism by which racial economic disparities are inherited across generations.