Color In Education Research Articles

“We Have to Be Everything at a Time America Tells Us that We are Nothing”: enacting justice as praxis as women of color in education

Our stories matter. Stories teach, heal, and affirm our presence, struggles, and perseverance. While the academy socializes scholars to privilege individual advancement, Women of Color consistently testify to the power of collective spaces as spaces of resistance, strength, and critical consciousness. As Asian/Asian American and Black women in academia, we present our stories using a methodological approach we call, “Third World Feminist Collaborative Autoethnography.” Epistemologically, third-world feminism honors the feminist transnational identities that situate us within a global majority. Methodologically, collaborative autoethnography focuses on our joint-individual and interactional critical reflexivity as we grapple with our role, expectations, and commitments toward justice as a praxis. Through narrative and poetic reflections, we analyze relationships between public justice work and private support. while simultaneously discussing our (un)learning processes across four themes: (1) navigating academic labor expectations in dehumanizing circumstances, (2) cultivating community, (3) storying temporality, and (4) signifying spatiality.

Recruiting, retaining, and supporting graduate students of color in PWI education and human services programs

ABSTRACT The purpose of this study was to examine the perceptions of alumni of color in two graduate programs at a predominantly white institution (PWI) in rural Virginia. Through an electronic survey, alumni from a communication sciences and disorders (CSD) program and an educational leadership program reflected on their perceptions of their program’s recruitment, retention, and mentorship efforts for graduate students of color. Results showed that while graduate students of color in the educational leadership graduate program indicated a high level of support, some changes may need to be made in the CSD program to address the unique needs of graduate students of color. Future directions and addressing overarching needs for graduate students of color are discussed.

What I now know: a Black male educator’s story on success

ABSTRACT Black males leave the teaching profession higher than any other demographic. Additionally, there is a paucity of literature detailing what it will take for schools to retain and develop Black teachers according to Afrocentric epistemologies. Using Teacher Life Stories and Psychology of Black Success to ground the research, I explore my journey to success as a former elementary music teacher in an urban school educating high populations of Black and Brown students labeled incompetent. Findings from a 9-month autoethnographic study support the creation of a new critical autoethnographic (m)ode of research to story and analyze teachers’ positioned perspectives, (re)frame research and practice by attending to what is critical to researcher and participants through analysis of in-class interactions, and agentively (re)position lived experiences within broader historical and political contexts. If successful, critical autoethnographic (m)odes will foster much-needed wellbeing paths for writing and righting successful careers of teachers of color in education.

Higher Education Color Design Based on Organizational Vision

The vision of higher education organizations is needed to show the goals and how the higher education organizations work. With a vision, the activities of organizational members can be moved, directed and controlled to achieve organizational goals. In addition to being disseminated to members of the organization, the vision must also be introduced to stakeholders and the wider community as a way to create an institutional branding. One of the ways that a vision can be remembered easily is to use color symbols of the institution strategic elements. This article discusses how to design color concepts based on organizational vision and apply them to architectural elements of buildings. Vision always changes over time. On the other hand, buildings have a relatively longer life. The architect's task is to align the design age of higher education architecture so that it is always in line with its vision. Research location at Unhas Tamalanrea Campus Makassar with consideration of the level of organizational complexity. The research method uses a constructive paradigm. Data collection was carried out using the review of institutional documents, in-depth interviews, FGD, and transactional dialogue with the academic community. This research is conducted since the preparation of the Unhas Strategic Plan’s 2006-2010, 2011-2015, and 2016-2020. The results of the discussion are in the form of a concept recommendation for the vision color of the institution.

Lived Experiences of Women of Color in Education

By building upon previous research of women of color in academia, this article focuses on the lived experiences and narratives of two faculty members. Their stories are presented as case studies which explicate the distinct difference between reading and researching poverty and having experiential knowledge of this circumstance. The first narrative presents a scholar from a farmworker background who understands and has lived in poverty. Because of this background, she is able to apply her own community cultural wealth to her work in education. The second narrative depicts a scholar with a rich academic background that did not have the opportunity to engage fully with her research agenda. Her life in academia was very rich and she was able to help many students, schools and communities. However, she was forced to set aside her dreams of conducting in depth research of the issues confronted by her underserved community.

The Exclusionist Framing of Study Abroad Electronic Advertising and its Potential Influence on Students of Color Participation

Aim/Purpose: This qualitative study examines the discourse of study abroad (SA) electronic advertising and how it potentially constrains participation by students of color in education abroad using a critical race theory (CRT) perspective. Background: Through visual and text communication, SA advertisements define the SA participant as affluent and White and construct SA as opportunities for tourism and recreation, while down-playing academic engagement along with other intellectual benefits. These practices can play a major role in determining who studies abroad. Methodology: This qualitative study employed content and thematic analysis to examine and analyze advertisements for study abroad through a CRT lens. A review of online advertisements for study abroad made available on the selected institutions’ websites, and those of their affiliated third party provider (TPP) was conducted. A line-by-line reading of collected advertisements led to the creation of identified themes which served as categories for analysis. Contribution: Using documents from two institutions and two third party providers (TPP), the researchers explored the language and images used to advertise SA experiences in order to open discussions surrounding the issues related to current practices and the potential benefit addressing these practices could have on expanding SA experiences to more students of color. Findings: Four major themes emerged from this research: homogenization of the study abroad population, study abroad as recreation, study abroad as tourism, and de-accentuation of academic learning. The participant profile for study abroad is largely homogeneous, and advertising produced by SA offices and TPP often perpetuate this homogeneity. An analysis of electronic ads revealed an underlying assumption that SA participants are predominantly White students from affluent backgrounds, whose main objective for participating in SA is immersion in a “different” culture and to fulfill a thirst for adventure. From our analysis it was found that included images were overwhelmingly of non-Students of Color. Images found of students engaging in activities while abroad perpetuated wealth, class and Whiteness. The absence of images of Students of Color (SOC) was disturbingly conspicuous, while the heavy use of images of White students communicated to the researcher and to potential participants who view these ads, that the target population is middle to upper class, White students. Recommendations for Practitioners: SA is a costly undertaking and the challenge of paying for an overseas educational experience cannot be overemphasized. For SOC and their families, paying for SA can seem like an unnecessary expense in addition to the increasing cost of higher education. When SA ads depict the experience as an adventure and emphasize recreational activities at the expense of academic engagement, students and their families often question the rationale for spending money to go abroad for recreation. Excursions can serve as a very important part of SA, particularly in helping students engage with the local community. However, their value can only be realized when they are clearly linked to the academic goals of the program. Such connections should be made explicit in SA ads if institutions expect to attract minority students who might be apprehensive about the value of SA. Providing opportunities for SOC to see themselves as possible SA participants has the potential to not only enrich their college experiences but encourage future SOC to explore these valuable educational opportunities. Recommendation for Researchers: We recommend further study into the specific policy and practices used by institutions and TPPs to inform institutional community members of opportunities to study abroad beyond advertisements provided on websites. Additionally, further investigation is needed to better understand the specific feelings, emotions, and actions advertisements similar to the ones reviewed for this study develop within students of color and what can be done to advance study abroad as a more inclusive academic experience. Impact on Society: Ultimately, increasing the number of students of color participating in study abroad can have a dramatic impact on who and how future cohorts of students participate. The more SA experiences are viewed and valued as an educational experience by SOC and their families, opportunities for future students to participate will be expanded. Furthermore, it is imperative for institutions to support and encourage students from diverse backgrounds to engage in study abroad as a mechanism for better preparing students for an ever-increasing competitive global workforce. Future Research: Future research directed at better understanding the characteristics of SOCs that do choose to study abroad and insight into the added value these experiences have on students’ academic experiences and professional development is needed. There is a dearth of literature related to these areas of interest that could expand our knowledge and understanding related to SA participation and its benefits to all students.

The Intersectionality of Gender and Race—Programs to Support Men of Color in Education

AbstractThis chapter reports on three research studies conducted by the Center for Research on Educational Access and Leadership (C‐REAL) at California State University, Fullerton (CSUF) that are designed to help higher education institutions enhance their practices in serving men of color, namely Black and Latino men.

Nuancing the Experiences of Black Males and Males of Color in Education: A Review of Tyrone Howard’s Black Male(d) and Rodney A. Williams’s Men of Color in Higher Education

Nuancing the Experiences of Black Males and Males of Color in Education: A Review of Tyrone Howard’s <i>Black Male(d)</i> and Rodney A. Williams’s <i>Men of Color in Higher Education</i>

Voices of African‐American doctoral students in special education: addressing the shortage in leadership preparation

There is a growing body of literature in examining the experiences of graduate students and faculty of color in education. This paper will provide a review of recent and relevant research on the experiences of graduate students and faculty of color, particularly those attending predominately white institutions (PWIs). Additionally, findings from a recent study of African‐American doctoral students in special education will be discussed. Finally, the author will assert the need for future research on the leadership preparation of students of color as well as offer recommendations for program development.

Perspectives on Color in Teacher Education Programs: Prominent Issues

Race continues to be a critical, complex, and pervasive issue in America. Teacher education is not immune to its influence. Schools, colleges, and departments of education (SCDEs) are under increasing attack for failure to address issues of racial diversity (Parker & Hood, 1995). Criticisms have ranged from failure of programs to recruit and retain graduate students of color to courses in the teacher preparation curriculum largely devoid of content and knowledge about various racial groups in the United States (Holmes Group Forum, 1990). The Holmes Partnership and other reform initiatives (e.g., Project 30) have recognized the need to recruit university faculty and students of color as essential to achieving cultural diversity and developing more viable programs. Although Holmes acknowledges that several schools and universities have recruited and retained minorities, one Holmes position paper states these [steps] may not be sufficient as the current situation calls for radical action by universities, colleges of education, school systems, and Professional Development Schools (Holmes Group, 1990, p. 40). The presence and contributions of minorities in higher education have foci of interest for many researchers (Darling-Hammond, 1996; Fuller, 1992; Gollnick, 1992; Renner, 1998). Research findings reveal a problem of critical magnitude. The National Center for Education Statistics (1995) estimates that about 13% of full-time college and university faculty were minorities in 1992-1993; the majority were White males. The American Association for Employment in Education's (1998) Teacher Supply and Demand in the United States: 1997 Report reported that the opportunities for people of color in education are inviting. Almost all educators, employers, and policymakers recognize the disparity between the number of teachers of color and the number of minority students in schools. Major efforts are under way to attract minorities to teaching. This apparent disparity between the cultural representativeness of educators and students is at the heart of the supply-and-demand issue. Researchers predict that by 2000, the teaching workforce will be overwhelmingly composed of educators who are White and female (Hawkins, 1994). Smith and Tyler (1994), in a survey of members of the Higher Education Consortium in Special Education (HECSE), found that 268 (20%) of 1,341 students currently enrolled in doctoral programs were minorities. Among the minority students, 45% (120/268) reported that they might seek jobs in higher education, an average of only 24 per year for the next 5 years. Educators in all segments of the profession are generally focusing attention on the changing profile of the U.S. national population and specifically on the changing profile of students in preschool through secondary settings. By 2000, demographers estimate that a minimum of one third of the school population will be minority, special needs, and economically disadvantaged students (Hodgkinson, 1986). In contrast, the population of preservice and inservice P-12 educators remains primarily European American female. Additionally, the professoriate is overwhelmingly dominated by European American males, with varying but relatively small percentages of females and minority faculty represented (Fuller, 1992). There are, of course, exceptions. But the rule is one of underrepresentation of America's diverse groups (Fuller, 1992). As Ducharme and Kluender (1990) observe, the overwhelming `maleness' of the faculty is likely to decrease, but the `whiteness' factor will continue to grow (p. 46). According to the Hudson Institute, approximately 80% of the new entrants into the labor force over the next decade will be women and minorities. This has particular relevance for higher education, where the pool of minority faculty applicants is shrinking while the demand for new minority faculty grows. Demographic data indicate that the majority of women and minority faculty are concentrated at less prestigious 2- and 4-year colleges; even in those institutions, they are at the lower end of the faculty ranks or in non-tenure-track positions (Olsen, Maple, & Stage, 1995). …

Where Do Students of Color Earn Doctorates in Education?: The "Top 25" Colleges and Schools of Education

Utilizing data describing the number of doctorates awarded to students of color by U.S. colleges and schools of education (CSEs) in 1984-85,1989-90,1990-91, and 1991-92 (N =approximately 185 institutions each year), this investigation identifies those universities that have been most successful in preparing educational leaders and researchers of color. The following results are reported: (a) relatively small subsets of 23 to 26 universities produced about one-half of all doctoral recipients of color during each year and across the three years from 1989 to 1992; and (b) approximately one-third of these students received their doctorates from one of the 31 most academically productive CSEs. These findings are shown to support the need for proactive policies relative to recruiting and retaining doctoral students of color in education. Although African Americans and other students of color have sought graduate degrees in education more often than in any other academic field, non-White students are consistently underrepresented in the proportions of doctoral degrees awarded in education (National Research Council, 1976-1988). During academic year 1989-90, for example, only 518 African Americans,161 Hispanics, 95 Asian Americans/Pacific Islanders, and 38 American Indians/Alaskan Natives earned doctorates in education (National Center for Education Statistics, 1992b). The 812 individuals in this group represented only about 11.7% of all of the doctorates awarded in education during that academic year. Discussions of efforts to attract more students of color to academic careers are typically cast in terms of supply and demand (Quality Education for Minorities Project,1990). Early work in this field focused on the recruitment and retention of African American graduate students (Pruitt, 1985; Thomas, Mingle, & McPartland, 1981), faculty (Epps, 1989; Moore & Wagstaff, 1974), and other delineated conditions that tend to limit the supply of African Americans at both levels. Given the limited supply of doctoral recipients of color in education and other fields (Thomas, 1987, 1992; Trent, 1991), it is not surprising that professors of color are grossly underrepresented on university faculties across all academic disciplines (Blackwell, 1987; Bowen & Schuster, 1986; Jackson, 1991; Moore, 1988; Moore & Wagstaff, 1974). Although the field of education can generally claim to have the highest levels of racial representation, a severe shortage of faculty of color exists in colleges and schools of education throughout the United States (National Center on Postsecondary Education, 1990). This shortage is particularly acute in the nation's elite research universities (Schneider, Brown, Denny, Mathis, & Schmidt, 1984). Two general areas of concern that are directly related to these racial representation issues prompted the present investigation. First, we wanted to know which universities have been the most successful in preparing students of color for leadership positions in education in general. That is, which schools or colleges of education are most likely to have prepared those doctoral recipients of color who have chosen to work in our nation's public schools or in other applied settings? Second, we wanted to know which schools and colleges of education have been most successful in preparing students of color for leadership positions in educational research and development. In addressing the first question, we adopted an analysis strategy similar to that used by Cooper and Borden (1994) to generate a list of the 100 universities (the Top 100) that have conferred the highest number of doctoral degrees to racial minorities across all academic disciplines. As an extension of that approach, we narrowed our focus to the field of education and began our analyses by determining which institutions have awarded the highest numbers of doctoral degrees in education to students of color during each of four academic years: 1984-85, 1989-90, 1990-91, and 1991-92. …

American Cancer Society Education Color Television Broadcasts

American Cancer Society Education Color Television Broadcasts