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Descriptors:
Action Research; Research Methodology; Participatory Research; Critical Theory; Race; Social Justice; Case Studies; Youth; Student Projects

Abstract:
Drawing on the intersections of a justice oriented participatory action research and critical race theory, this essay explores the possibilities for research embedded in the theoretical, ethical and methodological overlaps between the two. Using the Echoes project as a case study, a participatory collective of intentionally diverse youth from New York and New Jersey brought together in the long shadow of Brown, to document and perform educational injustice in their schools, the essay asks social scientists what it means to engage research that takes seriously the idea of mutual implication, or what Anzaldua (Borderlands/La Frontera, The New Mestiza, 1999) calls nos-otras--whereby research is designed to seek knowledge at the nexus of everyday lived experience and intricate social systems; to ask questions that allow individuals to hold multiple, even opposing, identities; to provoke analyses that requires historical re-memory; to destabilize naturalized power hierarchies. Research that calls for socially engaged questions that demand to be answered collectively through research and action. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
African American Students; Racial Discrimination; Social Bias; Public Education; Desegregation Litigation; School Desegregation; Educational Policy; Equal Education; Minority Group Children; Social Influences; Psychological Patterns

Abstract:
This article reports on the extensive qualitative and quantitative findings of a multi-method participatory study designed to assess urban and suburban youths' experiences of racial class justice or injustice in their schools and throughout the nation. Constructed as a letter to Zora Neale Hurston, who was immediately critical of the Brown decision in 1955, the article lays out the victories of Brown and the ongoing struggles, what we call six degrees of segregation that identify systematic policies that ensure an opportunity gap. The article theorizes the academic, social and psychological consequences of persistent inequity on youth of color and White American youth all adversely affected by systematic educational inequities that persist 50 years after Brown. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Aspiration; Adult Basic Education; Adult Learning; Annotated Bibliographies; Attitude Change; Behavior Change; Blacks; Childhood Attitudes; College Bound Students; College Programs; Comparative Analysis; Correctional Education; Correctional Rehabilitation; English (Second Language); Ethnic Groups; Focus Groups; Higher Education; Hispanic Americans; Interviews; Literature Reviews; Minority Groups; Models; Mothers; Outcomes of Education; Parent Child Relationship; Prisoners; Program Effectiveness; Recidivism; Role of Education; Womens Education

Abstract:
The impact of college on women in a maximum-security prison was examined in a 3-year study of current and former inmates of New York's Bedford Hills Correctional Facility (BHCF). The data sources were as follows: (1) a review of program records; (2) one-on-one interviews of 65 inmates conducted by 15 inmates; (3) focus groups with 43 women in BHCF (including dropouts, women in adult basic education, women in college, and college leaders/mentors); (4) interviews with 20 former inmates of BHCF; (5) interviews with 6 corrections administrators and officers; (6) focus groups with and surveys of 50 educators; (7) qualitative tracking of women who did and did not attend college while at BHCF; and (8) a cost-benefit analysis of BHCF's college-bound program. The recidivism rates for women with and without college in prison were 7.7% and 29.9%, respectively. The interviews with prison officials, inmates, and faculty confirmed that college programs make the prison environment safer and more manageable. College was credited with heightening the female inmates' sense of personal responsibility and promoting successful transitions out of prison. (The racial/ethnic distribution of the inmate and former inmate samples and a 21-item annotated bibliography are appended. Eighty-four report references and 72 suggestions for further reading are listed.) (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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