scholarly journals Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

2021 ◽  
Vol 9 (1) ◽  
pp. 117-137
Author(s):  
Joe Bandy ◽  
M. Brielle Harbin ◽  
Amie Thurber
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Administrative Support ◽  
Racial Justice ◽  
Racial Reconciliation ◽  
Affective Development ◽  
Dimensions Of Learning ◽  
Holistic Teaching ◽  
Affective Dimensions

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.

scholarly journals Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

2021 ◽  
Vol 9 (1) ◽  
pp. 117-137
Author(s):  
Joe Bandy ◽  
M. Brielle Harbin ◽  
Amie Thurber
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Administrative Support ◽  
Racial Justice ◽  
Racial Reconciliation ◽  
Affective Development ◽  
Dimensions Of Learning ◽  
Holistic Teaching ◽  
Affective Dimensions

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.

A Case for Decentering Whiteness in Education

2018 ◽  
Vol 41 (1-2) ◽  
pp. 19-34
Author(s):  
Jamie Utt
Keyword(s):  
Critical Race Theory ◽  
White Students ◽  
Students Of Color ◽  
Ethnic Studies ◽  
Traditional Curriculum ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Cultural Wealth ◽  
Critical Whiteness ◽  
Social Studies Textbooks

Ethnic Studies undermines and challenges the racism inherent in dominant education systems by centering identities and epistemologies of people of Color. While much focus has been paid to the damage done to students of Color by White teachers and the White standard curriculum, this paper addresses the intellectual and material benefit White students disproportionately gain from this curriculum. Through a mixed-methods empirical study examining social studies textbooks and standards from Texas and California, the author argues that the standard White canon acts as a form of White/Western studies that directly privileges White students. Critical Race Theory, Critical Whiteness Studies, Pierre Bourdieu cultural reproduction, and Tara Yosso’s community cultural wealth provide theoretical frameworks in calling for a broader implementation of Ethnic Studies programs and pedagogies while calling for reform of traditional curriculum and standards that act as couriers of dominant capital for White students.

Count Me In!: Ethnic Data Disaggregation Advocacy, Racial Mattering, and Lessons for Racial Justice Coalitions

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 91-124
Author(s):  
OiYan A. Poon ◽  
Jude Paul Matias Dizon ◽  
Dian Squire
Keyword(s):  
Asian American ◽  
People Of Color ◽  
Racial Justice ◽  
Racial Equity ◽  
Equity In Education ◽  
Case Study Analysis ◽  
Data Disaggregation ◽  
Racial Solidarity ◽  
The University

This article presents a case study of the 2006-2007 Asian American and Pacific Islander (AAPI) student-led Count Me In! (CMI) campaign. This successful campaign convinced the University of California (UC) to account for 23 AAPI ethnic identities in its data system. Celebrated as a victory for AAPI interests in discourses over racial equity in education, which are often defined by a Black- white racial paradigm, CMI should also be remembered as originating out of efforts to demonstrate AAPI solidarity with Black students and to counter racial wedge politics. In the evolution of the CMI campaign, efforts for cross-racial solidarity soon faded as the desire for institutional validation of AAPI educational struggles was centered. Our case study analysis, guided by sociological frameworks of racism, revealed key limitations in the CMI campaign related to the intricate relations between people of color advocating for racial justice. We conclude with cautions for research and campaigns for ethnically disaggregated AAPI data, and encourage advocates and scholars to address AAPI concerns over educational disparities while simultaneously and intentionally building coalitions for racial equity in higher education.

Difficult times for college students of color: teaching white students about White Privilege provides hope for change

2013 ◽  
Vol 18 (7) ◽  
pp. 698-708 ◽  
Author(s):  
Su L. Boatright-Horowitz ◽  
Savannah Frazier ◽  
Yvette Harps-Logan ◽  
Nathanial Crockett
Keyword(s):  
College Students ◽  
White Students ◽  
Students Of Color ◽  
White Privilege ◽  
Difficult Times

scholarly journals What Makes a Good Program? A Case Study of a School Admitting High Academic Achievers

2008 ◽  
Vol 8 ◽  
pp. 1027-1036 ◽  
Author(s):  
Ching Man Lam
Keyword(s):  
Administrative Support ◽  
Program Effectiveness ◽  
Focus Group Interviews ◽  
Program Success ◽  
Project Coordinator ◽  
Clear Vision ◽  
Tier 1 ◽  
Group Interviews

This paper reports the results of a qualitative study that explored the administration and implementation of the Tier 1 Program (Secondary 1 Curriculum) of the Project P.A.T.H.S. The case study method was used to explore perceptions of the teachers and the project coordinator of program effectiveness, and to identify various factors for program success. A school admitting high academic achievers was selected, and site visits, as well as individual and focus group interviews, were conducted with the program coordinator, social worker, and course teachers. The results suggested that clear vision and program goals, high quality of curriculum, helpful leadership, positive teacher attitude, and strong administrative support are factors for program success. Analyzing the data enables the researchers to understand the characteristics of a successful program as well as the interplay among factors for producing success.

A Model for Make-or-Buy Decisions in Engineering Design Services Sector: A Case Study from Turkey

2018 ◽  
Vol 15 (04) ◽  
pp. 1850038
Author(s):  
Z. Aytan Ediz ◽  
M. Atilla Öner ◽  
Y. Can Erdem ◽  
Nesimi Kaplan
Keyword(s):  
Decision Making ◽  
Cluster Analysis ◽  
Engineering Design ◽  
Administrative Support ◽  
Social Dynamics ◽  
Successful Implementation ◽  
Cluster Membership ◽  
Services Sector ◽  
Engineering Company

Make-or-buy decision is an important factor affecting the profitability of the firms in all sectors. The goal of this study is to propose a model for firms in engineering design services sector for make-or-buy decisions. A survey was conducted to determine the importance percentages given in an engineering company in make-or-buy decisions and a model was developed. The results of the case study show intriguing clusters of company personnel. As the lack of consensus among company managers and personnel may inhibit the successful implementation of the developed strategy, we use K-Means Clustering to determine the different perspectives of different groups of employees (managers, senior engineers, junior engineers, technical and administrative support personnel) which may contribute to the understanding of social dynamics of decision making within the company. 4-cluster and 5-cluster analysis results indicate the need for further study on the dynamics of cluster membership.

scholarly journals Together and Alone? The Challenge of Talking about Racism on Campus

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 79-93
Author(s):  
Beverly Daniel Tatum
Keyword(s):  
Higher Education ◽  
Predominantly White ◽  
White Students ◽  
Students Of Color ◽  
Learning Experiences ◽  
Predominantly White Institutions ◽  
Learning Needs ◽  
Intergroup Dialogue ◽  
White Institutions ◽  
Global World

Higher education institutions are among the few places where people of different racial, cultural, and socioeconomic backgrounds can engage with each other in more than just a superficial way, providing students a unique opportunity to develop the skills needed to function effectively in a diverse, increasingly global world. Whether students develop this capacity will depend in large part on whether the institution they attend has provided structures for those critical learning experiences to take place. But what form should such learning experiences take? This essay argues that positive cross-racial engagement may require both structured intergroup dialogue and intragroup dialogue opportunities to support the learning needs of both White students and students of color in the context of predominantly White institutions.

scholarly journals Exploring Open Distance Learning at a Jordanian University: A Case Study

2009 ◽  
Vol 10 (2) ◽  
Author(s):  
Khalil M. Dirani ◽  
Seung Won Yoon
Keyword(s):  
Distance Learning ◽  
Administrative Support ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Learning Program ◽  
Arab Region ◽  
Adverse Conditions ◽  
E Learning ◽  
Distance Learning Program

This case study explores an open distance learning program offered by the Information Technology and Computing (ITC) department at AOUJ, a major university in Jordan. It provides an overview of e-learning in the Arab region and explores factors that affect ODL quality in the Arab Open University in Jordan (AOUJ). The research utilized a qualitative approach, which included five lengthy semi-structured interviews with the program director, two instructors, and three students. Three important conclusions can be drawn from the study about e-learning in the Arab region: (1) the existence of adverse conditions, (2) the presence of strong instructional practices, and (3) the need to improve administrative support.

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