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Relevant bibliographies by topics / Race relations Discrimination in education

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Academic literature on the topic 'Race relations Discrimination in education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Race relations Discrimination in education"

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Layton, Matthew L., and Amy Erica Smith. "Is It Race, Class, or Gender? The Sources of Perceived Discrimination in Brazil." Latin American Politics and Society 59, no. 1 (2017): 52–73. http://dx.doi.org/10.1111/laps.12010.

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AbstractObservers have long noted Brazil's distinctive racial politics: the coexistence of relatively integrated race relations and a national ideology of “racial democracy” with deep social inequalities along color lines. Those defending a vision of a nonracist Brazil attribute such inequalities to mechanisms perpetuating class distinctions. This article examines how members of disadvantaged groups perceive their disadvantage and what determines self-reports of discriminatory experiences, using 2010 AmericasBarometer data. About a third of respondents reported experiencing discrimination. Consistent with Brazilian national myths, respondents were much more likely to report discrimination due to their class than to their race. Nonetheless, the respondent's skin color, as coded by the interviewer, was a strong determinant of reporting class as well as race and gender discrimination. Race is more strongly associated with perceived “class” discrimination than is household wealth, education, or region of residence; female gender intensifies the association between color and discrimination.

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Goldstein, Tara, Rosina Lippi-Green, Theresa Perry, Lisa Delpit, and Ben Rampton. "Accents, Ebonics, and Crossing: Thinking about Language, Race Relations, and Discrimination." TESOL Quarterly 33, no. 3 (1999): 597. http://dx.doi.org/10.2307/3587684.

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Gomez, James. "Politics and Ethnicity: Framing Racial Discrimination in Singapore." Copenhagen Journal of Asian Studies 28, no. 2 (January 31, 2012): 103–17. http://dx.doi.org/10.22439/cjas.v28i2.3431.

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Racial discrimination is a global phenomenon that the United Nations seeks to eradicate. In contemporary Singapore, research shows that the basis for racial discrimination is anchored in the role of ethnic identity and how it frames the formulation of policies related to education, employment, housing, immigration and politics. These policies have been formulated and implemented by the People's Action Party (PAP) government that has been in power for over 50 years. When confronted with its racially based policies, the PAP government insists that it follows a tolerant approach towards different races and that it promotes the idea of multiculturalism and meritocracy as a racial equalizer. However, ethnic minorities in Singapore complain they are being discriminated against daily on the basis of their race or religion. They argue that their views are often not given airing in the local mainstream media and they are further prevented from discussing these issues openly due to legislation restricting freedom of expression and assembly on these matters. Given this background, the first visit of a UN Rapporteur on racism to Singapore, at the invitation of the PAP government in April 2010, allowed the city-state's race-based policies to be put in an international spotlight. This study examines the visit of the UN Rapporteur, his initial findings, government and civil society responses, and the significance of this first UN mission. The paper locates its research on racial discrimination in the context of Singapore's political framework and the United Nations' efforts to eradicate racism. It argues that ultimately, policy changes in Singapore can only take place as a result of politically challenging the PAP government.

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Selner, Justin. "Examining Race Privilege in America: The Preservation of Whiteness through the Systematic Oppression of African-Americans." Agora: Political Science Undergraduate Journal 2, no. 2 (May 13, 2012): 108–25. http://dx.doi.org/10.29173/agora17237.

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The prevailing assumption that race-relations have equalized in America is largely based on an incorrect and misinformed understanding of current socio-economic policies and public behaviors. The continued racialization and discrimination towards African-Americans may be linked to strategic efforts that seek to preserve the dominance and authority of whiteness. This paper examines such claims within the context of the post civil rights movement, with specific attention given to the media, education system, and implementations of social justice.

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Johnson, Lauri D., and Yoon K. Pak. "Teaching for Diversity: Intercultural and Intergroup Education in the Public Schools, 1920s to 1970s." Review of Research in Education 43, no. 1 (March 2019): 1–31. http://dx.doi.org/10.3102/0091732x18821127.

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This historiography chronicles educators’ efforts to teach for diversity through heightening awareness of immigrant experiences as well as discrimination against minoritized religious and racial groups in public school classrooms from the 1920s through the 1970s. This curriculum and pedagogical work was couched under various terms, such as intercultural education, intergroup education, human relations, and cultural pluralism. Drawing from published secondary research literature as well as primary archival sources, we aim to disrupt commonly held views that intercultural education/intergroup education met its demise in the 1950s and show how curriculum and pedagogy shifted after the landmark 1954 ruling of Brown v. Board of Education toward improving intergroup relations within the context of school desegregation. In the end we identify common themes across the decades that include the failure to recruit and support a diverse teaching force, the importance of teacher-led curriculum and professional development, and the lack of a sustained focus on race and racism in classroom practices.

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Meron, Theodor. "The Meaning and Reach of the International Convention on the Elimination of All Forms of Racial Discrimination." American Journal of International Law 79, no. 2 (April 1985): 283–318. http://dx.doi.org/10.2307/2201704.

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The International Convention on the Elimination of All Forms of Racial Discrimination (the Convention) is the most important of the general instruments (as distinguished from specialized instruments such as those pertaining to labor or education) that develop the fundamental norm of the United Nations Charter—by now accepted into the corpus of customary international law—requiring respect for and observance of human rights and fundamental freedoms for all, without distinction as to race. It has been eloquently described as “the international community’s only tool for combating racial discrimination which is at one and the same time universal in reach, comprehensive in scope, legally binding in character, and equipped with built-in measures of implementation.”

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Mongeon, Philippe, Alison Brown, Ratna Dhaliwal, Jessalyn Hill, and Amber Matthews. "A bibliometric analysis of race-related research in LIS." Education for Information 37, no. 2 (July 2, 2021): 231–46. http://dx.doi.org/10.3233/efi-211513.

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This special issue on race relations and racial inequity in Library and Information Science (LIS) is a response a recent wave of advocacy, activism, and protests. Its explicit purpose is to address the lack of research on race and inequity within our field. The purpose of this contribution to the issue is to substantiate that statement by performing a bibliometric analysis of the last 40 years of LIS scholarship to quantify the amount of attention given to race and racial inequality over that period. We find that despite an important increase in BIPOC-related research in LIS, the numbers remain quite low with approximately 2% of LIS publications containing terms related to racial inequality and BIPOC communities, and this research also tends to be less cited than the average LIS papers in the same area. We also find that this research is present in several areas of the field, although unevenly distributed across them. The trends presented in this paper may help when discussing sensitive issues regarding systematic discrimination, help create and sustain momentum towards change, and address the persistent lack of diverse perspectives and approaches across LIS scholarship and practice.

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Guo, Shibao, and Yan Guo. "Combating Anti-Asian Racism and Xenophobia in Canada: Toward Pandemic Anti-Racism Education in Post-covid-19." Beijing International Review of Education 3, no. 2 (August 18, 2021): 187–211. http://dx.doi.org/10.1163/25902539-03020004.

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Abstract Canada is often held up internationally as a successful model of immigration. Yet, Canada’s history, since its birth as a nation one hundred and fifty-four years ago, is one of contested racial and ethnic relations. Its racial and ethnic conflict and division resurfaces during covid-19 when there has been a surge in racism and xenophobia across the country towards Asian Canadians, particularly those of Chinese descent. Drawing on critical race theory and critical discourse analysis, this article critically analyzes incidents that were reported in popular press during the pandemic pertaining to this topic. The analysis shows how deeply rooted racial discrimination is in Canada. It also reveals that the anti-Asian and anti-Chinese racism and xenophobia reflects and retains the historical process of discursive racialization by which Asian Canadians have been socially constructed as biologically inferior, culturally backward, and racially undesirable. To combat and eliminate racism, we propose a framework of pandemic anti-racism education for the purpose of achieving educational improvement in post-covid-19.

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Liu, Jingzhou. "Beyond the Cultural Approach." International Journal of Chinese Education 6, no. 2 (April 2, 2017): 236–58. http://dx.doi.org/10.1163/22125868-12340082.

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AbstractChinese international students are vital to internationalization development in Canadian higher education, providing immediate and significant social and economic benefits to Canadian society. The existing scholarly studies have primarily adopted a cultural approach, with a focus on intercultural adaptation or related cross-cultural perspectives. This study goes beyond the cultural approach and examines how race, gender, and class intersect in producing social inequality among Chinese international students in Canada. Through the narratives of five students attending higher education institutions in British Columbia, the study reveals that Chinese international students have experienced discrimination in relation to developing friendship, integrating to the learning environment, and accessing supports and resources on campus based on the color of skin, their gender, and misperception of their class. The color line divides them into the “dominant white” and “people of color.” Color blindness negates their racial identities and ignores the ways in which these affect their learning experiences. The findings of this research call for an intersectional approach to examine international students and their lived experiences by addressing students’ multiple identities and differences to enrich their lived experience in Canada.

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Kiang, Lisa, Steve Folmar, and Kristen Gentry. "“Untouchable”? Social Status, Identity, and Mental Health Among Adolescents in Nepal." Journal of Adolescent Research 35, no. 2 (August 1, 2018): 248–73. http://dx.doi.org/10.1177/0743558418791501.

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Caste is a primary basis for oppression in many parts of South Asia with individuals from low caste backgrounds commonly experiencing the degradation of untouchability and daily discrimination at both individual and systemic levels. The current study uses a mixed-methods, interdisciplinary approach to examine links between social status, identity, and mental health among 295 adolescents (51% females) from different social groups in Nepal. Quantitative surveys reveal that youth from low caste Dalit groups report more anxiety, depression, and low self-esteem compared with their counterparts from high caste (e.g., Brahmin) and ethnic indigenous (e.g., Gurung) groups. Caste identity is positively related to outcomes but does not significantly counteract the negative effects of social status. Ethnographic and interview data are used to inform, contextualize, and interpret these quantitative findings. Conceptual parallels to current race relations experienced in the United States are considered and discussed.

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Dissertations / Theses on the topic "Race relations Discrimination in education"

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Scott, Bradley. "A comparative study of teacher perceptions of race and race relations in two selected school districts /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008438.

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Bailey, Kari. "Race in the classroom identifying and uprooting bias /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bailey_KMITThesis2009.pdf.

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Haynes, Janet M. "The impact of race and class on the educational experience of Black students in Ottawa's educational system /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100621.

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This thesis examines the educational inequalities facing Black high school students, particularly working-class youths in Ottawa's educational system. In consultation with several community organizations, educators, parents and students, several concerns were identified as barriers that impacted the educational achievement of Black youths in Ottawa's schools. They identified issues such as the continued negative stereotyping of Black students, particularly Black males as being aggressive, violent, low achievers, and lacking respect for authority, which often results in their suspensions and/or expulsion. Most importantly, they argue that in addition to the high rate of suspensions and expulsions, there also appears to be a funneling of Black working-class males into the criminal juvenile justice system, by schools, which results in the criminalization of Black youths by Ottawa schools.
This study was framed within a Black antiracist feminist framework that employed an oppositional and critical pedagogy aimed at interrogating the educational experiences of Black youths. The study examined the impact of race and class on educational outcome, and the ways in which the current educational arrangement benefits some students while disadvantaging others. Critical to the study is the denial of racism within Ottawa schools by educators and administrators. The problem is further complicated by the fact that neither the Ottawa Carleton District School Board nor the Carleton Roman Catholic Separate School Board compiles statistical database on students' race, ethnicity and/or social class, which is a necessary tool in determining the existence of educational inequality. Due to the lack of educational statistics educators have avoided accountability, thus preserving the status quo.

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Souza, Fabiana Mendes de 1978. "Anonimos e invisiveis: os alunos negros na Unicamp." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/279140.

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Orientador: Omar Ribeiro Thomaz
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas
Made available in DSpace on 2018-08-08T22:50:14Z (GMT). No. of bitstreams: 1 Souza_FabianaMendesde_M.pdf: 1532483 bytes, checksum: 3073e00cd7c78b8f9ee7e362bae7683c (MD5) Previous issue date: 2006
Resumo: o presente trabalho é uma tentativa de recuperar as trajetórias escolares de estudantes negros na Universidade Estadual de Campinas - Unicamp. O objetivo central é compreender como a cor da pele interferiu e interfere nas vivências dos entrevistados, sobretudo, nos ambientes escolares, pelos quais estes têm passado. O pressuposto deste trabalho é que essas trajetórias seriam excepcionais, na medida em que estes estudantes negros teriam superado os limites de práticas pedagógicas estigmatizadoras ao ingressarem no sistema superior de ensino, que é reconhecido socialmente como espaço de difícil acesso, pelo seu processo de seleção baseado no conteúdo escolar. Chegando a campo me surpreendi, pois encontrei uma realidade distinta. Havia um grupo de estudantes negros cujas trajetórias de vida não compunham o descrito pela bibliografia. Encontrei jovens estudantes negros cujas histórias de vida não se diferenciavam em quase nada dos outros alunos universitários. Digo quase nada, pois a cor da pele parecia ser sua única diferença. Assim, ao terminar minhas entrevistas tinha um quadro interessante: um grupo de estudantes negros cujas trajetórias sociais eram similares a de outros estudantes já relatado em outros estudos, ou seja, encontrei trajetórias sociais de estudantes negros com menores condições socioeconômicas - o que já era esperado - encontrei, também, no entanto, trajetórias sociais de estudantes negros, cujas condições sociais os aproximavam do estudante universitário padrão: jovens, com pais com alto nível de escolaridade e com renda familiar elevada. Concluo que o estigma da cor da pele nas trajetórias escolares e acadêmicas dos entrevistados se expressa através dos mecanismos de auto-refinamento e silenciamento, provocando invisibilização do preconceito e discriminação racial na escola e na universidade
Abstract: The present study is an attempt of recovering the school trajectories of black students at State University of Campinas - UNICAMP. The main objective is the comprehension of how the skin tone had affected and affects the living of the interviewees, specially, in the school environments where they been through. The presupposition of this work is that the trajectories would be exceptional while these black students, when they reach the university (a competitive place which selection is based on merit), would have gone beyond the boundaries of educational practices that stigmatized them. But when I faced the object, I got surprised because I found a different reality. There was a group of black students which trajectories of life were the opposite of those described by the bibliography I was lied on. I met young black students which lives were very similar to any UNICAMP student's life. I mean very similar, because the skin tone was which make them different. Thus, by the end of the interviews I got an interesting picture: a group of black students which social trajectories were similar to the other students already researched, I mean I found some students of lower social classes - it was expected. But I found aIso black students which social conditions were very coherent to the typical university student: young boys and girls which parents have high schooling and income. I come to a conclusion that the skin tone stigma in school and academic trajectories of the interviewees is expressed through the mechanism of self refinement and silence that turns invisible the racial prejudice in the school and university
Mestrado
Politica, Memoria e Cidade
Mestre em Antropologia Social

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Robertson, Megan Aimee. "“Real men”, “Proper ladies” and mixing in-between : a qualitative study of social cohesion and discrimination in terms of race and gender within residences at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97085.

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Thesis (MA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: My research is motivated by concerns with promoting „transformation‟ in Stellenbosch University, a formerly white Afrikaans University which is still predominantly white in terms of numbers and proportions of students attending the institution. While I argue about the importance of taking measures to promote more „diverse‟ student populations, I am critical of discourses which equate transformation with „improving‟ demographic profiles defined in terms of numbers of black, white, coloured and Indian students. I argue that understandings of transformation and diversity need to engage with the students‟ views and experiences of the university in order to make meaningful change with regard to social cohesion and integration, which goes beyond statistical change. My research does this by exploring how students from particular residences, in Stellenbosch University, construct and experience university and residence life and their own identifications. The students were interviewed in friendship groups, selected by the students themselves, and a key concern of mine was to facilitate conversations with them on broad themes relating to their reasons for coming to Stellenbosch and their interests, aspirations, motivations, identifications and disidentifications as particular students in particular residences in Stellenbosch. I was particularly concerned to pick up on issues which the students raised in these „focus group discussions‟ so that the students, themselves, played a key role in setting the agenda in the discussion and they and their reflections on their experiences and constructions of themselves and others became the topic of discussion. Rather than taking the group interview as an „instrument‟ (as interviews, like questionnaires, are often described in methods texts in the social sciences), I write about it as ethnographic encounter involving them and myself as participants, and I explore insights about the nature of their friendships and relationships derived from first-hand experience, of how they engage with their selected friends and with me in the research group. Furthermore, by engaging with them as authorities about their lives and identifications as particular kinds of students at Stellenbosch, and posing questions which encouraged them to reflect on these. I argue that this kind of research can itself become a model of good pedagogic and „transformative‟ practice.
AFRIKAANSE OPSOMMING: Nie beskikbaar

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Hayashi, Miyako Jun-ko. "The Effects of Positive Illusions on Perceived Racism." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5088.

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This study investigated the effects of selfesteem, controllability, and optimism, the constructs inherent in positive illusions, on perceived racism. The perceived racism scale in this study was found to contain two dimensions, Equal Opportunity (EO) racism and Authority (AUT) racism. Thirty-seven AfricanAmerican, 64 Asian-American and 100 White-American students at Portland States University {101 females, 100 males and mean age of 25 years) served as subjects. The findings revealed that both African- and AsianAmerican students perceived a racist atmosphere from peer students {EO racism) significantly higher than did the White-American students. However, only AfricanAmerican students perceived greater racism from faculty members (AUT racism) than the White-American students. None of the illusions had an effect on perceived EO racism. However, all types of illusions (self-esteem, controllability and optimism) had a significant effect on perceived racism from faculty members {AUT racism). Higher perception of AUT racism was correlated with less self-esteem(~= -.089, R = .12), less controllability(~= -.319, R < .001), and less optimism (~ = -.144, R = .03). The results of this study support empirical evidence showing that the illusions, especially controllability, change individuals in how they perceive racism when the racism is practiced by authorities.

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Gumataotao-Lowe, Catalina San Nicolas. "Institutional racism in higher education : perceptions of people of color /." Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/7888.

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Hadjor, Kofi Buenor. "Race and the American nation : the role of racial politics in the shaping of modern America." Thesis, University of Manchester, 2000. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.673802.

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Brown, Darryl K. "Racism and Race Relations in the University." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539624383.

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Richert, Jennifer Kathleen. "Changing attitudes Congressional rhetoric, race, & educational inequalities /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-07182007-152948/.

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Books on the topic "Race relations Discrimination in education"

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Wright, Cecile. Race relations in the primary school. London: David Fulton Publishers, 1992.

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Scane, Joyce. Multicultural, intercultural education and race relations: An annotated bibliography. Toronto: Green Dragon Press, Seacraft Publications, 1992.

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Race, whiteness, and education. New York, NY: Routledge, 2009.

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Bunzel, John H. Race relations on campus: Stanford students speak. Stanford, Calif: Stanford Alumni Association, 1992.

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Stalvey, Lois Mark. The education of a WASP. Madison, Wis: University of Wisconsin Press, 1989.

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Committee, United States Commission on Civil Rights Illinois Advisory. Race relations and equal education opportunities at Proviso West High School. [Washington, D.C: The Commission, 1996.

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United States Commission on Civil Rights. Illinois Advisory Committee. Race relations and equal education opportunities at Proviso West High School. [Washington, D.C: The Commission, 1996.

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Committee, United States Commission on Civil Rights Illinois Advisory. Race relations and equal education opportunities at Proviso West High School. Chicago, IL: U.S. Commission on Civil Rights, Midwestern Regional Office, 1996.

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Stephen, Lewis. Stephen Lewis report on race relations in Ontario. [Toronto: Govt. of] Ontario, 1992.

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Donn, Mary. Promoting positive race relations in New Zealand schools: Me mahi tahi tātou. Wellington, N.Z: Research Section, Ministry of Education, 1995.

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Book chapters on the topic "Race relations Discrimination in education"

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Eick, Caroline. "Oppositional Self-Segregation: A Student Body Sensitized to Discrimination (1986–2000)." In Race-Class Relations and Integration in Secondary Education, 133–45. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114425_7.

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Goulbourne, Harry. "Outlawing Racial Discrimination." In Race Relations in Britain Since 1945, 100–122. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26962-4_5.

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Beckford, James A., Danièle Joly, and Farhad Khosrokhavar. "Islam, ‘Race’ Relations and Discrimination in Prison." In Muslims in Prison, 139–85. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230501300_5.

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Madibbo, Amal. "Power, Language, and Race Relations Within Francophone Communities in Canada." In Race, Ethnicity and Gender in Education, 85–96. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9739-3_5.

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Miller, Paul. "Race Discrimination, the Politics of Knowledge, and Cultural Inequality in England." In Handbook on Promoting Social Justice in Education, 1913–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-14625-2_43.

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Miller, Paul. "Race Discrimination, the Politics of Knowledge, and Cultural Inequality in England." In Handbook on Promoting Social Justice in Education, 1–22. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74078-2_43-1.

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Bradbury, Alice. "Identity Performance and Race: The Use of Critical Race Theory in Understanding Institutional Racism and Discrimination in Schools." In Advancing Race and Ethnicity in Education, 17–31. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137274762_2.

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Graves, Karen L. "Containing the Perimeter: Dynamics of Race, Sexual Orientation, and the State in the 1950s and ’60s." In The History of Discrimination in U.S. Education, 41–66. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230611030_3.

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Boovy, Bradley, and Nana Osei-Kofi. "Teaching About Race in the Historically White Difference, Power, and Discrimination Classroom." In Transformative Approaches to Social Justice Education, 189–204. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003091998-14.

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Eick, Caroline. "Introduction." In Race-Class Relations and Integration in Secondary Education, 1–14. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114425_1.

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Conference papers on the topic "Race relations Discrimination in education"

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Taiwo, OT, BB Boekeloo, CB Bell, and MW Wang. "P83 Social determinants of inflammation: moderated mediation of the relationship between race-gender, inflammation, daily discrimination, financial strain, and education." In Society for Social Medicine and Population Health Annual Scientific Meeting 2020, Hosted online by the Society for Social Medicine & Population Health and University of Cambridge Public Health, 9–11 September 2020. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/jech-2020-ssmabstracts.175.

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Possoly da Silva Alves, Daianne, Franciele Therezinha Magno Calidoni, Mariana Sales de Oliveira, Thaís Araújo de Azevedo, Thalissa Bastos Batista, Rafaela Pinheiro de Almeida Neves, and Edson Ribeiro de Andrade. "The psychosocial impacts of remote education on black youth: an intersectional debate on the COVID-19 pandemic, gender, race and class." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212452.

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The Covid-19 pandemic has moved scientists from different areas of knowledge worldwide to bring reflections on the impacts caused by it, whose scope goes beyond human health in its physical and psychological aspects and affects the economy, politics, social relations at work, the educational system, etc. Therefore, this project, promoted by the Laboratory for the Study of Stigmatization Processes (LEPE) in partnership with the Racism Studies Line (LER) of the Psychology Course of the Higher Education Institutes at CENSA -ISECENSA, aims to promote the debate on the psychosocial effects of remote education on black youth, through an intersectional analysis between Covid-19 pandemic, gender, race and class. The objective of this research is to understand the ways in which black youth was affected in the psychosocial dimension with the establishment of remote education in the public state network with the Covid-19 pandemic. This is an exploratory research, in which a bibliographic review will be carried out to support the researchers' views on the proposed theme, using books and scientific articles on social psychology, remote education in the Covid-19 pandemic, racism and intersectionality. Besides field research, using the semi-structured interview technique. We intend to conduct group interviews, through Google Meet, with black students graduating from Liceu de Humanidades de Campos high school and from other public schools.. We hope to foster the discussion on structural racism that affects the Brazilian society focusing on the psychosocial vulnerability of black youth in the face of remote education established by the Covid-19 pandemic, and, finally, to publish two scientific articles in “Revista Perspectivas Online” with the obtained results

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Williams, Titus, Gregory Alexander, and Wendy Setlalentoa. "SOCIAL SCIENCE STUDENT TEACHERS’ AWARENESS OF THE INTERTWINESS OF SOCIAL SCIENCE AND SOCIAL JUSTICE IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end037.

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This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having ten participants from the same race, in their final year, specializing in Social Science teaching. The data obtained were categorised and analysed in terms of the student teacher’s awareness of the intertwined nature of Social Science and social justice education. The results of the study have revealed that participants had a penchant for the subject Social Science because it assisted them to have a better understanding of social justice and the unequal society they live in; an awareness of social ills, and the challenges of people. Participants identified social justice characteristics within Social Science and relate to some extent while they were teaching the subject, certain themes within the Social Science curriculum. Findings suggest that the subject Social Science provides a perspective as to why social injustice and inequality are so prevalent in South Africa and in some parts of the world. Social Science content in its current form and South African context, emanates from events and activities that took place in communities and in the broader society, thus the linkage to social justice education. This study recommends different approaches to infuse social justice considerations Social Science; one being an empathetic approach – introducing activities to assist learners in viewing an issue from someone else’s perspective, particularly when issues of prejudice or discrimination against a particular group arise, or if the issue is remote from learners’ lives.

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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.

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Raheja, Roshni. "Social Evaluations of Accented Englishes: An Indian Perspective." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.1-1.

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Research in the field of Language Attitudes and Social Perceptions has evidenced the associations between a speaker’s accent and a listener’s perceptions of various aspects of their identity – intelligence, socio-economic background, race, region of origin, friendliness, etc. This process of ‘profiling’ results in discrimination and issues faced in various social institutions where verbal communication is of great importance, such as education environments, or even during employee recruitment. This study uses a mixed-methods approach, employing a sequential explanatory design to investigate the social evaluation process of native and non-native accents on status and solidarity parameters by students from a multicultural university located in Pune, India. The findings are consistent with research in the field of language attitudes, demonstrating preference for Indian and Western accents as compared to other Asian accents. Semi-structured interviews revealed factors such as education, colonial history, globalization and media consumption to be key in influencing these evaluations. The themes are explored in the context of the World Englishes framework, and the socio-economic history of the English language in India.

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Kelly, Lourah, Nicholas Livingston, Tess Drazdowski, and Kristyn Zajac. "Gender and Age Differences in Comorbid Cannabis Use Disorders and Suicidality in a National Sample." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.28.

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Approximately 40 million adults use marijuana annually, making marijuana one of the most commonly used substances in the United States (SAMHSA, 2019). Men and emerging adults (ages 18-25) report higher prevalence of cannabis use disorders (CUDs) relative to women and older adults (CBHSQ, 2015; Khan et al., 2013). More frequent marijuana use is associated with greater likelihood of suicidal ideation (Ilgen et al., 2009), and past year use in emerging adults is associated with future suicide attempts (Pedersen, 2008). Similar to correlates of marijuana use, emerging adults and men have higher rates of suicidality (SAMHSA, 2019; Krug et al., 2002). Limited research has tested gender and age differences in comorbid CUDs and suicidality. The current study evaluated gender and age differences in CUDs only, suicidality only, or comorbid CUDs and suicidality in a national sample of adults. We hypothesized that men and emerging adults would be over-represented in comorbid CUDs and suicidality and CUDs only groups. Data were from four consecutive years (2015-2018) of the National Survey of Drug Use and Heath. Multinomial logistic regressions tested gender and age differences in adults with DSM-IV cannabis abuse or dependence (CUDs) only, suicidality only, and comorbid CUDs and suicidality, all compared to adults with neither CUDs or suicidality. Four separate regressions were conducted for passive suicidal ideation, active suicidal ideation, suicide planning, and suicide attempts. Gender was coded as male or female. Age groups were 18–25, 26–34, 35–49, and 50 years or older. Analyses controlled for survey year, race/ethnicity, sexual orientation, education, household income, past year major depressive episode, past year DSM-IV alcohol abuse or dependence, and past year illicit drug abuse or dependence other than CUDs. Men disproportionately reported CUDs only (ORs=1.73-2.19, p<.001) and comorbid CUDs and passive suicidal ideation, active suicidal ideation, and suicide planning (ORs=1.72-2.12, p<.01), but not attempts (OR=1.16, p=.45) relative to women. Men reported 22% higher odds of active suicidal ideation than women. Women reported 15% higher odds of suicide attempts than men. Gender differences in passive suicidal ideation and planning were not statistically significant. Compared to older age groups, emerging adults were significantly more likely to report CUDs only (ORs=1.74-10.49, p’s<.01) and showed 2.36 to 14.24 times greater odds of comorbid CUDs and all four forms of suicidality (p<.001). Emerging adults were at 18% to 66% higher odds of either passive or active suicidal ideation alone compared to all older age groups (p’s<.001). This study investigated the relations between CUDs, suicidality, gender, and age in a nationally representative sample of adults. Results indicated that men and emerging adults consistently reported the highest likelihood of negative outcomes. Next steps include determining the direction of the relationship between CUDs and increasing severity of suicidality. Further, development and investment in programs for emerging adults with CUDs and suicidality are vitally important given the striking risk profile compared to other age groups. Future research should include program development and evaluation as well as gathering more information on risk and protective factors for these populations.

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