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Descriptors:
Adolescents; Racial Discrimination; Neighborhoods; African Americans; Adjustment (to Environment); Correlation; Urban Areas; Behavior Problems; Prediction; Stress Variables; Community Characteristics

Abstract:
Racial discrimination has serious negative consequences for the adjustment of African American adolescents. Taking an ecological approach, this study examined the linkages between perceived racial discrimination within and outside of the neighborhood and urban adolescents' externalizing and internalizing behaviors, and tested whether neighborhood cohesion operated as a protective factor. Data came from 461 African American adolescents (mean age = 15.24 years, SD = 1.56; 50% female) participating in the Project on Human Development in Chicago Neighborhoods. Multilevel models revealed that perceived discrimination within youth's neighborhoods was positively related to externalizing, and discrimination both within and outside of youth's neighborhoods predicted greater internalizing problems. Neighborhood cohesion moderated the association between within-neighborhood discrimination and externalizing. Specifically, high neighborhood cohesion attenuated the association between within-neighborhood discrimination and externalizing. The discussion centers on the implications of proximal stressors and neighborhood cohesion for African American adolescents' adjustment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Preservice Teacher Education; Teacher Education Programs; Humanities; Mathematics; Social Change; Fundamental Concepts; Racial Discrimination; Resistance (Psychology); Teacher Educators; Equal Education; Culturally Relevant Education

Abstract:
As a response to the attacks on ethnic studies in Arizona and the move to ban certain books, this essay presents theoretical and pedagogical reflections from two professors and addresses the ways teacher preparation programs can offer a resistance. Based on the authors' experience in teacher preparation programs, one in the humanities and the other in mathematics, they discuss fundamental concepts that undergird social change methodology from Gloria Anzaldua (la facultad and conocimiento) and from Isabel Gunning's work (World Traveling). Ultimately, our premise is that teachers of teachers can impact the curricula in significant ways that result in dismantling racism and in teaching that is focused on positive social change. We posit that the university classroom where future teachers are trained must address (1) Equity issues, (2) Cultural identity or cultural framing, and (3) Culturally relevant strategies and teaching, modeled by the university professor. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Transformative Learning; Adult Education; Environmental Education; Science History; Ecology; Group Behavior; Social Change; Case Studies; Biographies; Reputation; North Americans; Scientists; Wildlife; Death; Conservation (Environment); Poisoning; Consciousness Raising; Genetics; Racial Discrimination; Change Agents

Abstract:
This historical study identifies catalysts for transformative learning in the lives of three scientist-environmentalists important to the 20th-century environmental movement: Aldo Leopold, Rachel Carson, and David Suzuki. Following a brief review of theoretical perspectives on transformative learning, the article argues that transformative learning for these scientists was catalyzed by certain "disorienting dilemmas" and was both rational and emotional. Moreover, the personal transformative learning of each scientist helped provoke a process of transformative learning in society at large: Leopold's contribution to the founding of the disciplines of wildlife conservation and restoration ecology, and his "land ethic" fostered the development an ecological consciousness in the 1940s; Carson's "Silent Spring" helped provoke the environmental consciousness of the 1960s; and Suzuki's public environmental education and activism from the 1970s to the present-day played an influential role in North American environmental movement. 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:
Racial Discrimination; Racial Bias; Racial Factors; High School Students; Secondary School Teachers; Administrators; Attitude Measures; Cultural Influences; Racial Relations; Educational Environment; Public Schools; African American Students; White Students; Hispanic American Students; Special Education; At Risk Students; College Bound Students; Honors Curriculum

Abstract:
This article uses data drawn from nine months of fieldwork and student, teacher, and administrator interviews at a southern high school to analyze school racial conflict and the construction of racism. We find that institutional inequalities that stratify students by race and class are routinely ignored by school actors who, we argue, use the presence of so-called redneck students to plausibly deny racism while furthering the standard definition of racism as blatant prejudice and an individual trait. The historical prominence of rednecks as a southern cultural identity augments these claims, leading to an implicit division of school actors into friendly/nonracist and unfriendly/racist and allowing school actors to set boundaries on the meaning of racism. Yet these rhetorical practices and the institutional structures they mask contributed to racial tensions, culminating in a race riot during our time at the school. (Contains 2 tables and 16 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:
Affirmative Action; Racial Integration; African Americans; United States History; Racial Segregation; Civil Rights; Social Sciences; Civil Rights Legislation; Disadvantaged; Social Indicators; Democracy; Social Justice; Racial Discrimination; Social Behavior; Behavior Standards; Philosophy; Theories

Abstract:
More than forty years have passed since Congress, in response to the Civil Rights Movement, enacted sweeping antidiscrimination laws in the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968. As a signal achievement of that legacy, in 2008, Americans elected their first African American president. Some would argue that we have finally arrived at a postracial America, but "The Imperative of Integration" indicates otherwise. Elizabeth Anderson demonstrates that, despite progress toward racial equality, African Americans remain disadvantaged on virtually all measures of well-being. Segregation remains a key cause of these problems, and Anderson skillfully shows why racial integration is needed to address these issues. Weaving together extensive social science findings--in economics, sociology, and psychology--with political theory, this book provides a compelling argument for reviving the ideal of racial integration to overcome injustice and inequality, and to build a better democracy. Considering the effects of segregation and integration across multiple social arenas, Anderson exposes the deficiencies of racial views on both the right and the left. She reveals the limitations of conservative explanations for black disadvantage in terms of cultural pathology within the black community and explains why color blindness is morally misguided. Multicultural celebrations of group differences are also not enough to solve our racial problems. Anderson provides a distinctive rationale for affirmative action as a tool for promoting integration, and explores how integration can be practiced beyond affirmative action. Offering an expansive model for practicing political philosophy in close collaboration with the social sciences, this book is a trenchant examination of how racial integration can lead to a more robust and responsive democracy. 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:
Social Justice; Attention; Persistence; Knowledge Level; Whites; Reflection; Participation; Racial Discrimination; Teaching Methods; Self Concept; Perspective Taking; Power Structure; Criticism

Abstract:
Calls for vigilance have been a recurrent theme in social justice education. Scholars making this call note that vigilance involves a continuous attentiveness, that it presumes some type of criticality, and that it is transformative. In this essay Barbara Applebaum expands upon some of these attributes and calls attention to three particular features of vigilance that, while they may be alluded to in the aforementioned discussions, are rarely made explicit. These three features are critique, staying in the anxiety of critique, and vulnerability. Using the lens of Judith Butler's recent work and the discussions that her work has provoked, Applebaum examines these three features of vigilance and demonstrates how they are crucial for white people interrogating their complicity in systemic racism. Finally, she discusses how the expanded three features of vigilance can offer guidance to one of the enormously thorny questions that arises in the social justice classroom. (Contains 58 footnotes.) 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:
Equal Opportunities (Jobs); Minority Groups; Racial Discrimination; Public Agencies; Federal Government; African American Employment; Racial Composition; Position Papers; Change Strategies; Barriers; Employment Opportunities; Employment Patterns; Employment Practices; Employment Statistics; Social Justice; African American Organizations; Research Reports

Abstract:
The U.S. Department of Education Chapter of Blacks in Government (BIG) reviewed and responded to the EEOC [Equal Employment Opportunity Commission Office] African American Workgroup Report. The BIG ED Chapter considered whether: There is any evidence indicating that the number and percentage of African Americans employed by any federal government agency is a variable in the barriers described in the Report. Articulated another way, do barriers still exist in agencies with large numbers and percentages of African Americans relative to the total number of employees in an agency? Do barriers exist in those agencies with small numbers and percentages of African Americans? The recommendations were timely and strategic, given: (1) The Obama Administration; and (2) The increasing numbers of other groups of people of color along with the lower number of Blacks employed by some agencies in the federal government. While the Report included unconscious bias as a barrier, the ED Chapter recommendations urge monitoring out and out racial discrimination and subtle forms of intentional racism. Recommendations include tracking and monitoring the furloughs, layoffs and other adverse actions for Black employees in all agencies, given sequestration. An appendix presents: EEOC African American Workgroup Report. (Contains 7 tables, 38 endnotes, and 9 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:
Racial Discrimination; Victims; Peer Relationship; Attitude Measures; Social Discrimination; Whites; African Americans; Hispanic Americans; Youth; Minority Groups; Adjustment (to Environment)

Abstract:
Perceptions of racial discrimination constitute significant risks to the psychological adjustment of minority youth. The present study examined the relationship between perceived racial discrimination and peer nominations of victimization among 173 (55% female) African American, European American and Latino youth. All respondents completed peer nominations of victimization status whereas the African American and Latino youth completed subjective measures of racial discrimination. The results indicated that African American and Latino's subjective perceptions of racial discrimination were linked to nominations of overt and relational victimization when rated by their European American peers. The results suggest that there is consistency between African American and Latino youth's perceptions of racial discrimination and nominations of peer victimization by their European American peers. 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:
Adolescents; Grade 10; Mexican Americans; Social Discrimination; Racial Discrimination; Social Development; Prosocial Behavior; Resilience (Psychology); Longitudinal Studies; Cultural Influences; Family Relationship; Interpersonal Relationship; Religion; Grade 5; Grade 7; Compliance (Psychology)

Abstract:
Experiences with perceived discrimination (e.g., perceptions of being treated unfairly due to race or ethnicity) are expected to impact negatively youths' prosocial development. However, resilience often occurs in light of such experiences through cultural factors. The current longitudinal study examined the influence of perceived discrimination on the emergence of Mexican American adolescents' later prosocial tendencies, and examined the mediating role of Mexican American values (e.g., familism, respect, and religiosity). Participants included 749 adolescents (49% female) interviewed at 5th, 7th, and 10th grade. Results of the current study suggested that, although perceived discrimination was associated negatively with some types of prosocial tendencies (e.g., compliant, emotional, and dire) and related positively to public prosocial helping, the associations were mediated by youths' Mexican American values. Directions for future research are presented and practical implications for promoting adolescents' resilience are discussed. 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:
Racial Discrimination; Race; Posttraumatic Stress Disorder; Stress Variables; Foreign Students; Asians; Whites; Institutional Characteristics; Acculturation; Correlation; Symptoms (Individual Disorders); Prediction; Social Integration

Abstract:
Carter (2007) proposed the notion of race-based traumatic stress and argued that experiences of racial discrimination can be viewed as a type of trauma. In a sample of 383 Chinese international students at 2 predominantly White midwestern universities, the present results supported this notion and found that perceived racial discrimination predicted posttraumatic stress symptoms over and above perceived general stress. Furthermore, Berry (1997) proposed an acculturation framework and recommended that researchers advance the literature by examining the moderation effects on the association between racial discrimination and outcomes. The present results supported the moderation effect for Ethnic SC (i.e., social connectedness in the ethnic community), but not for Mainstream SC (i.e., social connectedness in mainstream society). A simple effects analysis indicated that a high Ethnic SC weakened the strength of the association between perceived racial discrimination and posttraumatic stress symptoms more than a low Ethnic SC. Moreover, although Mainstream SC failed to be a moderator, Mainstream SC was significantly associated with less perceived general stress, less perceived racial discrimination, and less posttraumatic stress symptoms. (Contains 2 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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