Access and Equity for African American Students in Higher Education: A Critical Race Historical Analysis of Policy Efforts

2009 ◽  
Vol 80 (4) ◽  
pp. 389-414 ◽  
Author(s):  
Shaun R. Harper ◽  
Lori D. Patton ◽  
Ontario S. Wooden
Keyword(s):  
Higher Education ◽  
African American ◽  
African American Students ◽  
Historical Analysis ◽  
Critical Race ◽  
American Students ◽  
Access And Equity

The Discipline Gatekeeper: Assistant Principals’ Experiences With Managing School Discipline in Urban Middle Schools

2020 ◽  
pp. 004208592090891
Author(s):  
John A. Williams ◽  
Chance Lewis ◽  
Tehia Starker Glass ◽  
Bettie R. Butler ◽  
Jae Hoon Lim
Keyword(s):  
African American ◽  
Middle Schools ◽  
Urban Schools ◽  
Assistant Principals ◽  
African American Students ◽  
School Discipline ◽  
Theoretical Framework ◽  
Critical Race ◽  
Urban Middle Schools ◽  
American Students

School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle schools to ascertain how they addressed issues of race amid applying school discipline interventions for African American students. The findings are analyzed and discussed through a critical race theoretical framework.

Validating African American Students at Predominantly White Institutions

2000 ◽  
Vol 2 (1) ◽  
pp. 41-58 ◽  
Author(s):  
Sharon L. Holmes ◽  
Larry H. Ebbers ◽  
Daniel C. Robinson ◽  
Abel G. Mugenda
Keyword(s):  
Higher Education ◽  
African American ◽  
Predominantly White ◽  
Minority Students ◽  
African American Students ◽  
Learning Experiences ◽  
Predominantly White Institutions ◽  
White Institutions ◽  
American Students ◽  
Primary Focus

The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.

[Re]conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence be Utilized to Achieve Inclusion and Equity for African American Students?

2011 ◽  
Vol 113 (10) ◽  
pp. 2186-2205 ◽  
Author(s):  
Shelley Zion ◽  
Wanda Blanchett
Keyword(s):  
Social Justice ◽  
African American ◽  
Critical Race Theory ◽  
Inclusive Education ◽  
Students Of Color ◽  
African American Students ◽  
Critical Race ◽  
Race Theory ◽  
Interest Convergence ◽  
American Students

Background/Context Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between students of color and White students; disproportionality in special education referral, identification, and placement; high dropout rates for students of color; and disproportionate discipline and referrals for students of color, students from lower socioeconomic backgrounds, students from immigrant families, and students in urban areas. Purpose/Objective/Research Question/Focus of Study The authors argue that inclusive education never had the potential to be truly inclusive because it is built on the premises of an inferiority paradigm. Issues of race, class, and privilege have rarely been incorporated into the inclusive education definitions or debates in the United States, and certainly not in practice. The purpose of this article is to examine: (a) the historical context of public schooling in America; (b) inclusive education in practice: segregation of African American and other students of color; (c) [re]conceptualizing inclusion: the importance of a social justice lens and critical theory; and (d) the relevance of interest convergence. Research Design Analytic essay. Conclusions/Recommendations The authors contend that the inclusive education movement has not resulted in positive outcomes or inclusion in general education for African American students because the movement was built on faulty assumptions that centered on ability and placement and did not look at the intersection of ability/disability with race, class, culture, and language. More important, the movement did not address issues of racism, White privilege, White dominance, and social class dominance. The authors assert that social justice, critical race theory, and interest convergence are powerful tools with which to [re]conceptualize inclusion and inclusive education in America.

scholarly journals Affirmative Action in Higher Education

2002 ◽  
Vol 10 ◽  
pp. 22 ◽  
Author(s):  
Alfred R. Cade
Keyword(s):  
Higher Education ◽  
African American ◽  
Affirmative Action ◽  
African American Students ◽  
Public Attitudes ◽  
Quota System ◽  
Special Support ◽  
American Students ◽  
Judicial Scrutiny ◽  
Policies And Practices

This study analyzed the variations of policies and practices of university personnel in their use of affirmative action programs for African American students. In this study, the policy topic is affirmative action and the practices used in admissions, financial aid, and special support services for African-American students. Surveys were mailed to 231 subjects representing thirty-two Missouri colleges and universities. Most of the survey respondents were male, white, and nearly two-thirds were above the age of forty. Ethnic minorities were underepresented among the professionals. Seventy-two percent of respondents were white, 23% were African American, and 5% were Hispanic. The results of this study suggest a positive picture of student affirmative action practices and policies used by Missouri personnel. Differences among professionals were at a minimum. The overall mean score for support in diversifying Missouri institutions was fairly high, and this may reflect diversity initiatives taken by the Missouri Coordinating Board for Higher Education in the late 1980s, and early 1990s. Data suggested that Missouri personnel are aware of the judicial scrutiny by the courts in administering student affirmative action. Most Missouri institutions use a single process for assessing all applicants for admission, without reliance on a quota system. The recent Hopwood decision showed little impact on the decisions regarding professionals' use of student affirmative action at Missouri institutions. Although public attitudes toward student affirmative action may play a role in establishing policies and practices, Missouri personnel are very similar in their perceptions regardless of race/ethnicity, gender, and institutional office or position.

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