Racial Competence Research Articles

Spillover Effects of Black Teachers on White Teachers' Racial Competency: Mixed Methods Evidence from North Carolina

Spillover Effects of Black Teachers on White Teachers' Racial Competency: Mixed Methods Evidence from North Carolina

Spillover Effects at School: How Black Teachers Affect Their White Peers’ Racial Competency

Spillover Effects at School: How Black Teachers Affect Their White Peers’ Racial Competency

A mixed-methods evaluation of unconscious racial bias training for NHS senior practitioners to improve the experiences of racially minoritised students

ObjectiveThe degree awarding gap indicates that racially minoritised higher education students receive lower degree classifications relative to their white peers. While the reasons for this are complex, research suggests that...

Between race-evasiveness and the pursuit of racial competence: Secondary mathematics preservice teachers’ understandings of race in an introductory methods course

The purpose of this manuscript is to describe the ways that preservice teachers, in their first mathematics education course, understood race in mathematics classrooms. Through a qualitative document analysis of course assignments, we identify three ways students wrote about race: using race-evasive maneuvers to avoid discussion of race in mathematics education, skimming past racial issues in ways that reduced their importance, and directly engaging with race in the active pursuit of racial competence. Our results suggest ways that critical mathematics topics can encourage students to begin this pursuit and underscore the need for intentionally antiracist-oriented mathematics teacher education.

Measuring Racial Competence in Athletic Academic Support Staff Members

Critical Race Theory (CRT), a theoretical framework that has been gaining much recognition in sport literature, is a useful and beneficial tool in discussing race and racism. To better understand t...

Critical Race Theory: A Content Analysis of the Social Work Literature

Critical Race Theory (CRT) is both a theoretical and practical framework, which promotes a space to deeply engage in discourses of race. CRT highlights the importance of conceptualizing race, racism, power dynamics and structural inequalities. Although the social work profession emphasizes the importance of integrating cultural and racial diversity into social work education, practice and research, the integration of CRT within social work will promote racial competency essential for social work professionals. This article reviewed 14 social work peer-reviewed articles exploring the need to integrate Critical Race Theory.

Transitioning from a Model of Cultural Competency toward an Inclusive Pedagogy of “Racial Competency” Using Critical Race Theory

Transitioning from a Model of Cultural Competency toward an Inclusive Pedagogy of “Racial Competency” Using Critical Race Theory Erica L. Campbell Abstract The United States continues to transform into a diverse multi-racial and multi-ethnic society in which variables such as race, ethnicity and culture are both relevant and pressing variables to integrate and examine within pedagogies of education, practice and research. Fields of study such as social work, nursing, psychology, black studies, women’s and gender studies and the medical field amongst many others have constructed educational missions and professional agendas recognizing the importance of valuing cultural and racial diversity, along with addressing the needs of marginalized communities, and justly and fairly serving racial and ethnic populations. Largely, social work, nursing, psychology, healthcare and nursing fields have adapted the Cultural Competency Model as a dominant paradigm to advance the cultural competency amongst educators, practitioners and researchers. The Cultural Competency Model highlights several standards essential for producing a framework that better serves and understands individuals of differing cultural backgrounds and identities. A few standards of the Cultural Competency Model includes: ethics and values, cultural awareness, cultural knowledge, cultural skills, service delivery, empowerment and advocacy, diverse workforce, professional education, language diversity, and cultural leadership (NASW, 2001). It is important to note the aforementioned standards are vital components of the Cultural Competency Model, however much of cultural competency pedagogy within the fields of social work, nursing, psychology and healthcare emphasizes a model highlighting cultural knowledge, cultural skills and cultural awareness. Full Text: PDF DOI: 10.15640/jswhr.v3n1a2

"Using Critical Race Theory to Measure "Racial Competency" among Social Workers."

Journal of Anthropology and Archaeology is a peer-reviewed international journal, which publishes original papers promoting theoretical, methodological and empirical developments in the discipline of socio-cultural anthropology.

Reflection, Racial Competence, and Critical Pedagogy: How do we prepare pre-service teachers to pose tough questions?

In this article, the author argues that pre-service teachers may need to reflect about race and pursue racial competence as they are prepared to teach in multiracial schools. The question is how do teacher educators prepare pre-service teachers to pose tough questions about issues of race? Several matters are considered in the discussion, such as teacher reflection, race reflection, and some complexities of race in the teaching and learning process. The author concludes the article with an extensive discussion of critical pedagogy. In particular, the author advances two possible teaching methods (critically engaged dialogue, and race reflective journaling) that teacher educators may find useful as they attempt to facilitate reflections on race and assist pre-service teachers in pursuing racial competence through posing tough questions. In the final section, the author shares a chart that he developed and suggests that the chart be used in critically engaged dialogue and race reflective journaling as pre-service teachers pursue racial competence. Finally, the author encourages teacher educators to continue developing instructional methods and tools that allow pre-service teachers to pose tough questions about issues of race.

AME Responses to Events and Issues in Asia in the Age of Imperialism, 1880-1916

Confronted by an imperial agenda of industrial nations at the turn of the century that had far reaching political, racial, and religious implications, many of the men and women of the African Methodist Episcopal (AME) Church developed a foreign agenda toward Asia that sought to maintain the sovereignty of China and highlight the racial competency of Japan. They also attempted to use issues and events in Asia such as the Sino-Japanese War, the Boxer Uprising, and the Russo-Japanese War to expose American racism and to gobalize issues of racial oppression. In doing so, they developed a political rhetoric that expressed the need for universal human rights and emphasized self-determination and equality for oppressed people at home and abroad.