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Journal articles on the topic 'White educators'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

Massey, Michael, and Kynai Johnson. "Social Work Educators as White Allies?" Advances in Social Work 21, no. 2/3 (2021): 522–44. http://dx.doi.org/10.18060/24468.

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White educators represent the majority of social work faculty. Current research suggests that many White social work educators are not prepared to address racism in classroom discussions and model antiracist behavior. An integrative literature review was conducted by the co-authors—a White man and Black woman, both social work educators—to examine how recent literature characterizes the “White ally” educator and explore concepts designed to prepare White faculty for purposive action to dismantle White Supremacy. Integrative review is a methodology used to summarize empirical/theoretical litera

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Hess, Mary E. "White Religious Educators Resisting White Fragility: Lessons From Mystics." Religious Education 112, no. 1 (2016): 46–57. http://dx.doi.org/10.1080/00344087.2016.1253124.

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Porter, Gerald. "White Educators’ Tolerance of African Americans." Review of Education, Pedagogy, and Cultural Studies 16, no. 3-4 (1994): 411–25. http://dx.doi.org/10.1080/1071441940160311.

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Fulani, Lenora B. "Black educators must change “white” education." Journal of African American Studies 7, no. 2 (2003): 69–75. http://dx.doi.org/10.1007/s12111-003-1010-9.

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5

McGarry, Karen. "A WHITE PALETTE GATHERING." Art/Research International: A Transdisciplinary Journal 6, no. 1 (2021): 103–31. http://dx.doi.org/10.18432/ari29555.

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Storytelling, a tenet of Critical Race Theory, offers a distinct approach for researchers engaging in narrative inquiry. This article models a fiction as research approach for creating a literature synthesis as a pedagogical strategy for teacher educators and pre-service teachers. The white palette refers to a painting palette, a blank slate or canvas, often considered neutral ground. Whiteness, however, is not neutral and this one-act conversation centers on examining whiteness as it impacts my role as a white teacher educator. The production, players, and script developed out of salient lite

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Fuller, Edward, Liz Hollingworth, and Brian P. An. "Exploring intersectionality and the employment of school leaders." Journal of Educational Administration 57, no. 2 (2019): 134–51. http://dx.doi.org/10.1108/jea-07-2018-0133.

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Purpose There is growing recognition of the importance of educator diversity. The purpose of this paper is to examine the production, placement and employment of school leaders as assistant principals, principals and school leaders in Texas by the intersection of race/ethnicity and gender over 23 years. Design/methodology/approach This is a quantitative study that employs multilevel logistic regression analysis to examine using 25 years of educator employment data from Texas. Findings The authors find descriptive evidence of an increase in diversity of school leaders driven by a decreasing per

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Quaye, Stephen John. "White Educators Facilitating Discussions About Racial Realities." Equity & Excellence in Education 45, no. 1 (2012): 100–119. http://dx.doi.org/10.1080/10665684.2012.643684.

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Goldstein, Tara. "‘I'm Not White’: Anti-Racist Teacher Education for White Early Childhood Educators." Contemporary Issues in Early Childhood 2, no. 1 (2001): 3–13. http://dx.doi.org/10.2304/ciec.2001.2.1.6.

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Conceptualising and implementing early childhood teacher education for racial and cultural diversity is a complex task that involves learning about social stratification and race, acknowledging the privileges associated with whiteness, and finding ways to create positive racial teaching identities. This article discusses three ways that teacher educators might prepare white early childhood education students for anti-racist work in their classrooms.

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Pennington, Julie L., and Cynthia H. Brock. "Constructing critical autoethnographic self-studies with white educators." International Journal of Qualitative Studies in Education 25, no. 3 (2012): 225–50. http://dx.doi.org/10.1080/09518398.2010.529843.

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Manglitz, Elaine, Juanita Johnson-Bailey, and Ronald M. Cervero. "Struggles of Hope: How White Adult Educators Challenge Racism." Teachers College Record 107, no. 6 (2005): 1245–74. http://dx.doi.org/10.1111/j.1467-9620.2005.00512.x.

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Coutts, Di. "Hardship's Road in a White World." Aboriginal Child at School 22, no. 2 (1994): 139–40. http://dx.doi.org/10.1017/s0310582200006350.

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National Aborigines Week begins on July 5, and with it, a major campaign to force politicians and Australian educators to reverse the disturbing pattern of failure at all levels of Aboriginal education.

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Kuntz, Sandra W., Pamela Frable, Kristine Qureshi, and Linda L. Strong. "Association of Community Health Nursing Educators: Disaster Preparedness White Paper for Community/Public Health Nursing Educators." Public Health Nursing 25, no. 4 (2008): 362–69. http://dx.doi.org/10.1111/j.1525-1446.2008.00717.x.

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Kinloch, Valerie, and Kerry Dixon. "Equity and justice for all." English Teaching: Practice & Critique 16, no. 3 (2017): 331–46. http://dx.doi.org/10.1108/etpc-05-2017-0074.

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Purpose This paper aims to examine the cultivation of anti-racist practices with pre- and in-service teachers in post-secondary contexts, and the tensions of engaging in this work for equity and justice in urban teacher education. Design/methodology/approach The paper relies on critical race theory (CRT) and critical whiteness studies (CWS), as well as auto-ethnographic and storytelling methods to examine how black in-service teachers working with a black teacher educator and white pre-service teachers working with a white teacher educator enacted strategies for cultivating anti-racist practic

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Brockenbrough, Ed. "Further Mothering: Reconceptualizing White Women Educators’ Work with Black Youth." Equity & Excellence in Education 47, no. 3 (2014): 253–72. http://dx.doi.org/10.1080/10665684.2014.933758.

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Quinn, David M., and Ashley M. Stewart. "Examining the Racial Attitudes of White Pre-K–12 Educators." Elementary School Journal 120, no. 2 (2019): 272–99. http://dx.doi.org/10.1086/705899.

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Hanebutt, Rachel Ann. "What Pete Buttigieg—and all White Americans—Need to Understand About Racism." Iris Journal of Scholarship 2 (July 12, 2020): 174–77. http://dx.doi.org/10.15695/iris.v2i0.4832.

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It is essential that educators, particularly white educators, work to understand racial inequality within a prophetic framework, refuse to perpetuate inaccurate and racist images of black and brown youth, and actively deconstruct structural inequalities within the education system. Structural racism, especially that which has been institutionalized within and in perceptions about the education system, is an important issue for the field of education that was recently the central issue of the eye-catching hashtag, #PeteButtigiegisaLyingMF. This Voices opinion piece examines Michael Harriot’s in

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Wilkinson, Jeffrey S., William R. Davie, and Angeline J. Taylor. "Journalism Education in Black and White: A 50-Year Journey Toward Diversity." Journalism & Mass Communication Educator 75, no. 4 (2020): 362–74. http://dx.doi.org/10.1177/1077695820935324.

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The struggle for equality in journalism education for African Americans raises questions about how the government, news media, and educators worked together to realize the principles of civil rights. Certain milestones over the past 50 years can be charted through the collective scholarship of this journal’s pages. A careful look back reveals how goals of diversity were achieved or frustrated through reports on pedagogy, enrollment, technology, and trends in scholarship. Looking through the prism of Journalism & Mass Communication Educator ( JMCE) offers a telling explanation of how journa

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Miller, Lisa A., and Victor W. Harris. "I Can’t Be Racist—I Teach in an Urban School, and I’m a Nice White Lady!" World Journal of Education 8, no. 3 (2018): 1. http://dx.doi.org/10.5430/wje.v8n3p1.

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This paper examines, through the lens of critical race theory (CRT), beliefs often asserted by self-described,open-minded white educators about their students of color. While these teachers may perceive themselves as liberaland inclusive, their interactions with students of color are shrouded by white privilege which can be disenfranchisingto students of color. By countering these ascribed beliefs with research, theory, and qualitative experiences, theauthors aim to expose how white privilege manifests within the typical classroom and to invite all white educators toexamine their racial attitu

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Musdalifah, Musdalifah. "PESERTA DIDIK DALAM PANDANGAN NATIVISME, EMPIRISME, DAN KONVERGENSI." Idaarah: Jurnal Manajemen Pendidikan 2, no. 2 (2019): 243. http://dx.doi.org/10.24252/idaarah.v2i2.7014.

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Abstract:To achieve the objectives of learning in the classroom many things are needed, because the process is a complex phenomenon. One of the influences is the educator's understanding of the existence of students. Educators must know the views of various streams of education about students. This paper focuseses on nativism, empiricism, and convergence in understanding students. The flow of nativism holds that the development of students is determined from birth. This stream believes that human development is determined by its defenders. Environmental factors have less influence on children'

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Doepker, Gina M., and Steven Chamberlain. "White Multicultural Voices in Southern Universities: An Overview." Multicultural Learning and Teaching 10, no. 2 (2015): 143–47. http://dx.doi.org/10.1515/mlt-2015-0002.

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AbstractIt is a fact that the diversity of today’s student population in schools across the United States is growing. According to the Center for Public Education (2012), it is also a fact that the majority of teachers in these schools are White, middleclass females. As a result of this demographic mismatch, teacher educators have been charged with the mission to help future teachers embrace multiculturalism so as to effectively meet the needs of this diverse student population. In order for this pedagogical shift to be successful, teacher educators themselves (who are also majority White) mus

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Hess, Mary E. "WHITE RELIGIOUS EDUCATORS AND UNLEARING RACISM: CAN WE FIND A WAY?" Religious Education 93, no. 1 (1998): 114–29. http://dx.doi.org/10.1080/0034408980930108.

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Koch, Amie M. "Rooting Out White Supremacy and Implementing Antiracism in Nursing Education." Creative Nursing 27, no. 1 (2021): 31–35. http://dx.doi.org/10.1891/crnr-d-20-00078.

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Discussing racism is challenging for nurse educators and nursing students, because White privilege and racial inequities are deeply embedded and normalized in our societal structures. Avoiding the topic of racism in nursing education renders White supremacy invisible and serves to perpetuate racial discrimination and disparities in health care. Nursing education has the potential to train both faculty and students to recognize and dismantle oppressive attitudes, structures, and practices that have led to negative health outcomes for patients. Equipping nurse educators with the tools to underst

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Farag, Antony. "The fear of multiple truths: On teaching about racism in a predominantly white school." Phi Delta Kappan 102, no. 5 (2021): 18–23. http://dx.doi.org/10.1177/0031721721992560.

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In a post-truth world, it is imperative for educators to help students sift through the various views of both historical and current events. Critical race theory (CRT), a controversial theoretical framework directly critiquing white supremacy and incorporating the histories of historically marginalized communities, is a useful tool for helping students develop their own understanding of history and the world. However, research shows that social studies educators of white students are unprepared to use CRT. Antony Farag shares his research into white teachers’ use of CRT and describes what happ

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Hardesty, Jacob. "Moral Outrage and Musical Corruption: White Educators’ Responses to the “Jazz Problem”." History of Education Quarterly 56, no. 4 (2016): 590–617. http://dx.doi.org/10.1111/hoeq.12212.

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More than a musical genre, jazz in the 1920s was viewed by critics and supporters alike as a type of lifestyle, one that frequently led to drinking, dancing, and “petting.” Much to the horror of older generations, white young people were particularly drawn to jazz and its “hot rhythms.” Secondary school teachers and administrators took up the formidable task of persuading youth of jazz's morally corrupting influences. I argue that, in the first half of the decade, such educators instituted curricular and various informal policies designed to replace jazz, universally associated with black musi

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Theron, Linda, and Nadine Dunn. "Enabling white, Afrikaans-speaking adolescents towards post-divorce resilience: implications for educators." South African Journal of Education 30, no. 2 (2010): 231–44. http://dx.doi.org/10.15700/saje.v30n2a279.

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Coleman, Michael C. "The symbiotic embrace: American Indians, white educators and the school, 1820s‐1920s." History of Education 25, no. 1 (1996): 1–18. http://dx.doi.org/10.1080/0046760960250101.

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Miller, Joshua, Cheryl A. Hyde, and Betty J. Ruth. "Teaching about race and racism in social work: Challenges for white educators." Smith College Studies in Social Work 74, no. 2 (2004): 409–26. http://dx.doi.org/10.1080/00377310409517724.

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Beardslee, Lois. "First Person: H_NGM_N: What one says, and doesn’t say, to white educators." Phi Delta Kappan 102, no. 5 (2021): 54–57. http://dx.doi.org/10.1177/0031721721992568.

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Native American author Lois Beardslee discusses how she has experienced the power differentials that arise from the lack of significant racial integration in the field of education. Beardslee describes how a white teacher reacted when she, while serving as a substitute teacher’s aide, suggested finding a substitute for the game hangman, a game reminiscent of the violent lynchings and executions by hanging experienced within communities of color. Beardslee explores how the pervasive whiteness of education and the defensive reactions of white educators when questioned makes it difficult for teac

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Kressler, Benikia. "Critical Self-Reflection as Disruption: A Black Feminist Self-Study." Journal of Culture and Values in Education 3, no. 1 (2020): 21–38. http://dx.doi.org/10.46303/jcve.03.01.2.

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As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to

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Olsen, Lauren D. "The Conscripted Curriculum and the Reproduction of Racial Inequalities in Contemporary U.S. Medical Education." Journal of Health and Social Behavior 60, no. 1 (2019): 55–68. http://dx.doi.org/10.1177/0022146518821388.

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In their attempt to address racial disparities in the provision of healthcare, the U.S. medical profession has reproduced racial inequalities of their own. In this article, I draw upon interview data with medical educators and students to detail how medical educators routinely offload the instruction on the social underpinnings and consequences of race onto students, particularly students of color. I develop the concept of the conscripted curriculum to capture how students’ social identities are utilized by educators in the professionalization process. While there are exceptions in curricular

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Grooms, Ain A., Duhita Mahatmya, and Eboneé T. Johnson. "The Retention of Educators of Color Amidst Institutionalized Racism." Educational Policy 35, no. 2 (2021): 180–212. http://dx.doi.org/10.1177/0895904820986765.

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Representing approximately 20% of the workforce, educators of color (EOC) leave the field at a rate 25% higher than their White counterparts. Despite workforce diversification efforts, few studies investigate the psychosocial consequences of navigating racialized school climate as reasons EOC may leave the workforce. This study relies on survey data collected from educators of color (paraprofessionals through superintendents) across the state of Iowa. Applying a critical quantitative research design, we examined factors that link racialized school climate to their job satisfaction and psycholo

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Jervis, Kathe. ""How Come There Are No Brothers on That List?": Hearing the Hard Questions All Children Ask." Harvard Educational Review 66, no. 3 (1996): 546–77. http://dx.doi.org/10.17763/haer.66.3.mv0034808237266r.

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In this article, Kathe Jervis explores how children's experiences of race, even in the "best" schools, often go unnoticed by faculty, and how students' questions about race go unaddressed. As she documented the initial year of a New York City public middle school, Jervis did not intend to focus her observations on issues of race. However, in retrospect, she found children's questions about race and ethnicity were prominent in her field notes, and educator's responses significantly absent. Jervis suggests that even in schools that seek to create diverse and integrated school communities, silenc

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Flynn, Jill Ewing, Lynn J. Worden, and Rosalie Rolón-Dow. "The Responsibilities of White Teacher Candidates and Teacher Educators in Developing Racial Literacy." Multicultural Perspectives 20, no. 4 (2018): 240–46. http://dx.doi.org/10.1080/15210960.2018.1527156.

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SALAZAR, CARMEN F. "Outsiders in a White, Middle-Class System: Counselor Educators of Color in Academe." Journal of Humanistic Counseling, Education and Development 44, no. 2 (2005): 240–52. http://dx.doi.org/10.1002/j.2164-490x.2005.tb00034.x.

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Fagel, Phyllis L. "Career Confidential: Principal thinks he’s discriminated against for being a white male." Phi Delta Kappan 102, no. 5 (2021): 65–67. http://dx.doi.org/10.1177/0031721721992572.

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Phyllis Fagell gives advice to educators about their professional dilemmas. In this month’s column, a principal believes he’s being passed over for promotions because he’s a white male. A teacher is frustrated about grading policy changes that seem to lower standards. And a teacher wonders if it’s possible to sue a parent who is criticizing her on social media.

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Woodson, Ashley N. "“There Ain’t No White People Here”." Urban Education 52, no. 3 (2016): 316–42. http://dx.doi.org/10.1177/0042085915602543.

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In this article, the author uses the critical race theoretical construct of master narrative to explore historical and ideological assumptions about the Civil Rights Movement held by two Black youth in an urban community. Master narrative is defined as the dominant social mythologies that mute, erase, and neutralize features of racial struggle. Through a synthesis of literature by critical race theorists and critical social historians, the author outlines four themes present in master narratives about the Movement, and illustrates how each theme functions to reinforce ideologies of White supre

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Jett, Christopher C., and Stephanie Behm Cross. "Teaching about Diversity in Black and White: Reflections and Recommendations from Two Teacher Educators." New Educator 12, no. 2 (2016): 131–46. http://dx.doi.org/10.1080/1547688x.2015.1058448.

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Kong, Luis J. "Immigration, racial profiling, and white privilege: Community-based challenges and practices for adult educators." New Directions for Adult and Continuing Education 2010, no. 125 (2010): 65–77. http://dx.doi.org/10.1002/ace.363.

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Clauhs, Matthew. "White preservice music educators’ perceptions of teaching predominantly Black student populations in city schools." Music Education Research 23, no. 3 (2021): 335–47. http://dx.doi.org/10.1080/14613808.2021.1903409.

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Choi, Jamyung. "Consolidating the Collar Line: The Professionalization of Engineering and Social Stratification in Modern Japan." International Labor and Working-Class History 98 (2020): 216–36. http://dx.doi.org/10.1017/s0147547919000097.

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AbstractHistorians have extensively explored conflicts and reconciliation between labor and management, but have hardly considered how class hierarchy took shape and persisted. This article explores the birth of class hierarchy through the lens of the Tokyo Worker School. While education bureaucrats created this school as a training ground for skilled workers, the school's educators helped their students join white-collar positions and avoid the stigma against manual labor. By tracing this process, I explain how the aspirations of educators and students alike consolidated class hierarchy and e

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Kozleski, Elizabeth B., and William A. Proffitt. "A Journey Towards Equity and Diversity in the Educator Workforce." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 1 (2019): 63–84. http://dx.doi.org/10.1177/0888406419882671.

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In this article, co-written by a self-identified White female professor and a self-identified Black male doctoral student, the authors address the pressing need to train and retain a teacher workforce willing and able to foster equity for students from nondominant racial, ethnic, and linguistic backgrounds. They make three arguments. First, the impact of educator work is deeply entwined with student and teacher identities as well as the cultural knowledges, histories, and experiences that students and teachers bring to classrooms. Second, professional knowledge must be interdisciplinary, drawi

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Daniels, Julia R., and Heather Hebard. "Complicity, responsibility and authorization." English Teaching: Practice & Critique 17, no. 1 (2018): 16–27. http://dx.doi.org/10.1108/etpc-05-2017-0073.

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Purpose Discourses of racism have always circulated within US classrooms and, in the current sociopolitical climate, they move with a renewed sense of legitimacy, entitlement and violence. This paper aims to engage the consequences of these shifts for the ways that racism works in university-based classrooms and, more specifically, through the authors’ own teaching as White language and literacy educators. Design/methodology/approach This teacher narrative reconceptualizes moments of racialized violence in the courses, as constructed via circulating discourses of racism. The authors draw atten

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Bertrand, Shamaine Kyann, and Kisha Porcher. "Teacher Educators as Disruptors Redesigning Courses in Teacher Preparation Programs to Prepare white Preservice Teachers." Journal of Culture and Values in Education 3, no. 1 (2020): 72–88. http://dx.doi.org/10.46303/jcve.03.01.5.

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Many institutions of higher education, and their teacher preparation programs, have mission or core value statements that include terms such as diversity, equity, or social justice. The terms are meant to suggest an inclusive approach but it’s often difficult to see how those terms are operationalized. As two Black pre-tenure faculty members working in predominantly white institutions (PWIs), we have pushed our teacher preparation programs to go beyond putting keywords in mission statements and provide ways to follow through so future teachers can enact the concepts in their classrooms. We use

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Grier-Reed, Tabitha, Noah Gagner, and Alex Ajayi. "(En)Countering a White Racial Frame at a Predominantly White Institution: The Case of The African American Student Network." JCSCORE 4, no. 2 (2019): 65–89. http://dx.doi.org/10.15763/issn.2642-2387.2018.4.2.65-89.

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The White racial frame (WRF) is a set of cultural narratives and symbols based in White supremacy and anti-blackness that shape perceptions, ideologies, and emotions in U.S. society. The WRF also shapes individual experiences. Our research team explored how the WRF shaped experiences of Black college students. Adapting consensual qualitative research methods, we analyzed notes from discussions including 752 students participating in the African American Student Network (AFAM) over a twelve-year period. AFAM students encountered the WRF via inferior treatment and internalized racism including c

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Grove, Destinee H., and Jamie Mansell. "Cultural Competence: Where Are We as Athletic Training Educators?" Athletic Training Education Journal 15, no. 1 (2020): 49–54. http://dx.doi.org/10.4085/150119041.

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Context Cultural competence is the ability of health care professionals to investigate and incorporate the cultural needs of patients into care and clinical decisions. Research shows that athletic training students and certified athletic trainers possess moderate to high levels of cultural competence yet struggle exhibiting culturally competent behaviors. Therefore, an exploration of athletic training educator cultural competence and preparedness to teach cultural competence concepts is warranted. Objective The study sought to assess the cultural competence of athletic training educators and h

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Barnes, Tia Navelene, and Kathleen McCallops. "Perceptions of culturally responsive pedagogy in teaching SEL." Journal for Multicultural Education 13, no. 1 (2019): 70–81. http://dx.doi.org/10.1108/jme-07-2017-0044.

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Purpose The purpose of this paper is to examine educators’ beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention. Design/methodology/approach Focus groups with school personnel in a school with a diverse student population that had sustained success with an SEL intervention were conducted. Grounded theory was used to analyze data. Findings The analyses produced 11 interrelated themes. Practical implications School personnel noted that instruction in culturally responsive practices was foundational and should occur before

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Hiani, Karim El. "Distance Learning: Responsibilities and Challenges Facing Educators in the 21st Century." Journal of Education and Vocational Research 6, no. 4 (2015): 11–14. http://dx.doi.org/10.22610/jevr.v6i4.202.

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The emergence of distance learning has brought to the fore new responsibilities and challenges that must be taken into consideration by educators especially at the university level (White, 2003; Larreamendy-Joerns & Leinhardt, 2006). Thus, two main questions might need to be risen: what are the new roles of educators with regard to distance learning? Also, what are the challenges that face educators in distance learning? Hence, the present paper goes through the new roles and responsibilities that distance learning educators need to bear in mind to make an outstanding contribution in the l

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Edwards, Janice Berry, Shirley Bryant, and Trenette T. Clark. "African American Female Social Work Educators in Predominantly White Schools of Social Work: Strategies for Thriving." Journal of African American Studies 12, no. 1 (2007): 37–49. http://dx.doi.org/10.1007/s12111-007-9029-y.

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Starr, Joshua P. "Leadership." Phi Delta Kappan 99, no. 8 (2018): 72–73. http://dx.doi.org/10.1177/0031721718775684.

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Questions about student suspension rates require educators to balance the fact that students’ misbehavior can disrupt their classmates learning with the reality that schools tend to punish Black and Latino students more harshly than White and Asian students. Joshua Starr describes how he confronted this problem in Montgomery County not by setting a numerical goal for reducing suspensions but by encouraging educators to look at the data and find ways to improve relationships between teachers and students.

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Dezuanni, Michael. "Prince Charming Has Perfect White Teeth: Performativity and Media Education." Media International Australia 120, no. 1 (2006): 156–67. http://dx.doi.org/10.1177/1329878x0612000117.

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This paper argues that Judith Butler's post-structuralist theory of performativity provides a valuable tool for understanding how students might contest prevailing hegemonic gender discourses in media education classrooms. It suggests an alternative to structuralist ‘empowerment’ and ‘critical pedagogy’ approaches, which continue to motivate many media educators, despite serious questions being asked about their effectiveness. The paper draws on data collected from a unit of work about video games, completed by Year 10 students at an all-boys secondary school in Brisbane. It argues that many m

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