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Descriptors:
High School Students; Indigenous Populations; Teaching Methods; Race; Cultural Awareness; Foreign Countries; Disadvantaged; Equal Education; Interviews; Student Diversity; Males; Athletics

Abstract:
This paper draws from a study that explored issues of student equity, marginality and diversity in two secondary schools in regional Queensland (Australia). The paper foregrounds interview data gathered from administration, teaching and ancillary staff at one of the schools, "Crimson" High School. The school has a high Indigenous student population and is well recognised within the broader community as catering well to this population. With reference to the school's concerns about Indigenous disadvantage and the various approaches undertaken to address this disadvantage, the paper articulates the significance of educators being critically aware of how they construct race and use it as an organising principle in their work. This awareness is central to moving beyond the culturalism and racial incommensurability that tend to predominate within Indigenous education--where cultural reductionism homogenises indigeneity within and against a dominant White norm. With reference to a specific approach at the school designed predominantly for Indigenous male students--to foster inter-cultural awareness and respect through sport--we highlight ways in which notions of culturalism and racial incommensurability might be disrupted. 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:
Activism; Teacher Education Programs; Urban Schools; Race; Professional Identity; Ethnicity; Politics of Education; Minority Group Teachers; Student Teachers; Student Teaching; Arabs; North Americans; Power Structure; Social Influences

Abstract:
Understanding teaching as a political act is often assumed to be a strength for teachers; however, this assumption conceals important aspects of their processes of becoming politicized. I argue that seeing teaching as a political act can be a liability for prospective teachers of color who engaged with college student activism if these assumed qualities are not productively addressed in teacher education programs. I examine trajectories of change in a prospective teacher's sense-making about activism over the course of her first year in a master's and credential program and explore the implications of these findings for programs of teacher education. (Contains 1 table.) 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:
Violence; Females; Race; Racial Relations; Intimacy; Risk; Conflict; National Surveys; Regression (Statistics); Interpersonal Relationship; Child Abuse; Sexual Abuse; Measures (Individuals)

Abstract:
The number of interracial relationships in the United States continues to increase. The fact is, though, that race remains a significant influence in the lives of individuals and in their relationships. Although there is evidence that relationships that cross racial/ethnic boundaries may be at greater risk for conflict and dissolution, there have been few investigations as to whether such relationships are at greater risk for violence. Using data from the National Violence Against Women Survey, I find that there are differences in risk of intimate violence depending on the racial/ethnic dyad of the couple. Ethnic monoracial relationships demonstrate the greatest risk for physical and nonphysical forms of violence, controlling for structural factors, whereas women in interracial relationships report higher rates of nonphysical violence, as compared with women in White monoracial relationships. Implications for theory and practice are discussed. (Contains 7 notes and 3 tables.) 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 Achievement; Child Abuse; Grade Point Average; Behavior Problems; Crime; Path Analysis; Graduation; Young Adults; Educational Experience; Role; Attendance; Law Enforcement; Multivariate Analysis; Academic Aspiration; Gender Differences; Race; Ethnicity; Poverty; Antisocial Behavior; Urban Youth; Interviews; Resilience (Psychology)

Abstract:
This study investigates whether positive educational experiences in midadolescence mitigate the impact of exposure to substantiated maltreatment and reduces young adult antisocial behavior. While there is theoretical and empirical support for the mediating or moderating role of educational experiences on maltreatment and antisocial outcomes, few prospective studies exist. In this exploratory study, data are from the Rochester Youth Development Study (RYDS), a longitudinal panel study of 1,000 adolescents. The original sample included 73% males, and 85% African American or Hispanic youth of whom about 20% were maltreated. Measures in this study are from a combination of interview data and official records collected through age 23. Outcomes include self-reported crime and violence, arrest, and partner violence perpetration. Educational variables include midadolescent self-report of high school graduation, educational aspiration, college expectation, school commitment, teacher attachment, self-reported grades, school GPA, attendance, and an additive index of all school assets. Multivariate path analysis controlled for gender, race/ethnicity, poverty, and early antisocial behavior. Path analysis examined whether educational experiences mediated the impact of maltreatment on antisocial outcomes. Although maltreatment was significantly predictive of criminal and violent behaviors, it only was weakly associated with educational experiences. The impact of maltreatment on arrest was weakly mediated (reduced) by educational GPA and by high school graduation. The additive index also mediated the impact of maltreatment on crime and violence. Maltreatment's impact on partner violence was also weakly mediated by school GPA. Interaction terms were used to test for moderation: only one significant effect was found: school GPA protects maltreated youth from perpetration of partner violence as young adults. Although there are few significant effects in a number of models, the research is consistent with a focus on promoting school achievement and completion among urban youth in general, in conjunction with addressing earlier antisocial behavior problems. (Contains 2 tables, 4 figures, and 8 notes.) 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:
Child Abuse; Risk; Foster Care; African American Children; Race; Referral; Racial Differences; Mothers; Ethnicity; Victims; Child Welfare; Law Enforcement; Whites; Socioeconomic Status; Health; Hispanic Americans; Social Influences; Political Influences; Environmental Influences; Family (Sociological Unit)

Abstract:
Objective: Data from the United States indicate pronounced and persistent racial/ethnic differences in the rates at which children are referred and substantiated as victims of child abuse and neglect. In this study, we examined the extent to which aggregate racial differences are attributable to variations in the distribution of individual and family-level risk factors. Methods: This study was based on the full population of children born in California in 2002. Birth records were linked to child protective service (CPS) records to identify all children referred for maltreatment by age 5. Generalized linear models were used to compute crude and adjusted racial/ethnic differences in children's risk of referral, substantiation, and entry to foster care. Results: As expected, stark differences between Black and White children emerged in the rates of contact with CPS. Black children were more than twice as likely as White children to be referred for maltreatment, substantiated as victims, and enter foster care before age 5. Yet, there were also significant differences across racial/ethnic groups in the distribution of socioeconomic and health factors strongly correlated with child maltreatment and CPS involvement. After adjusting for these differences, low socioeconomic Black children had a lower risk of referral, substantiation, and entry to foster care than their socioeconomically similar White counterparts. Among Latinos, before adjusting for other factors, children of U.S.-born mothers were significantly more likely than White children to experience system contact, while children of foreign-born mothers were less likely to be involved with CPS. After adjusting for socioeconomic and health indicators, the relative risk of referral, substantiation, and foster care entry was significantly lower for Latino children (regardless of maternal nativity) compared to White children. Conclusions: Race and ethnicity is a marker for a complex interaction of economic, social, political, and environmental factors that influence the health of individuals and communities. This analysis indicates that adjusting for child and family-level risk factors is necessary to distinguish race-specific effects (which may reflect system, worker, or resource biases) from socioeconomic and health indicators associated with maltreatment risk. Identifying the independent effects of these factors is critical to developing effective strategies for reducing racial disparities. (Contains 4 tables and 3 figures.) 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:
Behavior Problems; Autism; Interaction; Mental Retardation; Pervasive Developmental Disorders; Race; Ethnicity; Comorbidity; African Americans; Adults; Institutionalized Persons; Measures (Individuals); Predictor Variables; Correlation

Abstract:
Rates of challenging behaviors were assessed in 175 adults with intellectual disability (ID) or ID and a comorbid autism spectrum disorder (ASD). The relationship between ASD diagnosis, race, and challenging behaviors was assessed using the "Autism Spectrum Disorders-Behavior Problems for Adults (ASD-BPA)." Those with ASD and ID were found to exhibit significantly more challenging behaviors than those with ID alone. No significant main effect of race was found. However, a significant interaction between ASD diagnosis and race was found: In those with ASD, Caucasian participants exhibited more challenging behaviors than African Americans, whereas the opposite held true in those without ASD. Specific subscales of the ASD-BPA were also examined, with a significant interaction found on the Stereotypy subscale. Results and their implications are discussed. (Contains 2 tables and 1 figure.) 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:
Educational Policy; Access to Education; Higher Education; Student Financial Aid; African Americans; Federal Aid; Low Income; Race; Social Class; Costs

Abstract:
This article reviews the history of financial aid policy from the Higher Education Act of 1965 to its reauthorisation in 1992 and the subsequent ramifications upon African-American students. It considers issues of race and class with regard to college access. This work concludes with a look at contemporary aid, as well as offers race- and class-conscious financial aid by increasing college affordability to low-income students, as potential solutions to broadening educational access to Black Americans. 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:
Federal Government; Legislators; Federal Legislation; Constitutional Law; Debate; Rhetoric; Voting; Civil Rights; Females; Feminism; United States History; Race; Immigrants; Politics

Abstract:
Through its analysis of the rhetorical means by which the US Congress overcame jurisdictional objections to federal action on the issue of woman suffrage, this essay argues that the stasis of jurisdiction operates as a mode of assemblage of discourses, institutions, and populations. In Congress, the woman suffrage issue helped re-organize federal and state prerogatives over the management of racial and ethnic relations at home and US leadership abroad. Thus, from a governmental perspective women did not emerge as constituents but as tools of public policy. As a legislative precedent, the 19th Amendment debates prompt critical attention to the particular constraints that the discourses of state institutions pose for feminist political change. (Contains 84 notes.) 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:
Neoliberalism; Instruction; Privatization; Race; Public Education; Elementary Secondary Education; Higher Education; Universities; College Role; Resistance (Psychology); Social Action

Abstract:
Henry A. Giroux argues that countering the disasters of neoliberalism requires facing "the challenge of developing a politics and pedagogy that can serve and actualize a democratic notion of the social" (2011). The authors suggest that Immanuel Wallerstein's notion of "middle-run" temporality (2008) and Stuart Hall's discussion of "middle-level" theory (1986) point the way toward a framework for considering new interventions and producing new possibilities in these intemperate times. Gramsci's concept of hegemony is also helpful in understanding how practices of cultural persuasion support what Giroux calls "neoliberalism as a public pedagogy" (2005), and how pedagogies for the neoliberal subject can be analyzed, explained, and countered. They argue that its public pedagogy papers over neoliberalism's many contradictions, its simultaneous deployment and denial of its racial project, and its attempts to establish all sites outside of the market as "insubordinate spaces." The university is an important site of struggle in this argument. As a set of "insubordinate spaces," the university offers opportunity for critique and argument that can counter neoliberalism and its racial project. They also argue that educators need to expand their imagination about the spaces where counter-pedagogies take place. Both the university and the community offer possibilities for insubordinate spaces; in this article the authors delineate the challenges and opportunities in academia and activist community cultural work. (Contains 2 notes.) 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:
College Faculty; Race; Conflict; Student Diversity; Racial Relations; Racial Factors; Higher Education; Interviews; Grounded Theory; Constructivism (Learning); Ethnicity; Instruction

Abstract:
The majority of higher education faculty value diversity in the classroom; however, the majority of faculty also report making no or few changes in their classroom practices to deal with diversity issues. Faculty are in a position to facilitate classroom diversity in such a way that pedagogically avoids, supports, or challenges students' learning about race and dealing with overt or covert racial conflict. Some faculty take on this challenge vigorously, while others approach it with considerable anxiety about their own knowledge or skills and students' emotional reactions. This article explores some of the ways faculty address student conflict amid and around racial diversity in the classroom. Interviews with 66 faculty of different races and ethnicities, genders, and disciplines led to analyses of the various approaches they enacted and dilemmas they experienced in the face of such racial conflict. They include a range of decisions, such as: to avoid conflict through attempts to control the classroom environment; to minimize such conflict; to divert or distract students' attention from conflict; to react to the conflict in a way that attempts to incorporate tensions for further learning; and to proactively design course activities to normalize and surface conflict in ways that enhance students learning about race and racial interactions. Examples and analysis of different ways of dealing with classroom racial diversity and conflict as well as the need for interventions to improve faculty members' ability to deal with such situations are offered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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