Browsing by Author "Manlove, Josh"

Now showing 1 - 3 of 3
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    Beyond the Color Lines: A Duoethnography of Multiraciality and Unhooking
    (Brill, 2021) Santamaría Graff, Cristina; Manlove, Josh
    What does it mean to unhook from whiteness, specifically in academic spaces, when one self-identifies as a multiracial scholar of mixed white heritage? Beyond the Color Lines is an exploration of this question and means locating oneself or being located by others on the margins or outside of a color line that, in the U.S., is historically Black/white. As a self-identified biracial Mexicana and a multiracial Filipino, the authors share the complexities and nuances of their racialized experiences and identifications through Duoethnographic methodology. (Re)tellings of their lived experiences unearth difficult truths that bring into focus moments where racism, monoracism, colorism and differential micro-racialization (as explained through a MultiCrit framework) made each question their own identities in relation to their whiteness (e.g., passing, code-switching) as well as their affinity for and comfort in their avowed identities—those which most feel “like home.” Through dialogic exchange, where they co- and de-constructed complex ‘landscapes’ of identity, they emerged with deeper ‘sensemaking’ not only of their own ‘mixed’ identities, but also of ways to examine fluid typologies of multiracial identity and their connection to “unhooking.”
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    Examining pre-service special education teachers’ biases and evolving understandings about families through a family as faculty approach
    (Taylor & Francis, 2020) Santamaría Graff, Cristina; Manlove, Josh; Stuckey, Shanna; Foley, Michelle
    This paper centers on a participatory qualitative study in which 22 pre-service special education teachers (i.e., undergraduate students) experienced, wrote about, and reflected upon their perceptions of families of children with disabilities over a semester-long course built on a Family as Faculty (FAF) model adapted from the healthcare profession for special education, teacher education programs. The FAF approach used has been reconceptualized to include three essential understandings (E.U.s): a) families as experts, b) examining positionality, and c) analyzing power relations. In our iteration of FAF, parents of children with disabilities co-plan and teach specific classes within a teacher preparation course on families. The authors examine pre-service teacher responses to FAF-structured experiences. Though many pre-service teachers demonstrated growth in their understandings of family’s strengths and their participation in their child’s education, there were some who continued to view families through deficit lenses. Pre-service teachers’ reflections of families, though well-intended, often used cloaked language revealing underlying assumptions. FAF approaches that take a critical stance can unveil hidden assumptions and assist students with self-awareness and critical consciousness needed as foundations to transform individual and systemic biases.
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    Validation of the Term ‘Cultural Community’ in the Culturally Engaging Campus Environments Survey
    (MDPI, 2022-12-01) LePeau, Lucy; Silberstein, Samantha; Sharp, Sacha; Miller, Donté; Manlove, Josh; Medicine, School of Medicine
    Addressing issues of inequity and exclusion on college campuses requires a comprehensive assessment strategy inclusive of diverse student populations’ cultures and communities, as it is integral to understanding students and their environment. Developing instruments that can accurately and robustly measure student culture is necessary for campus leaders to contextualize their data. The purpose of this paper is to validate and describe the use of the term cultural community in the Culturally Engaging Campus Environments survey. We used cognitive interviewing to illicit racially and ethnically diverse students’ interpretations of the term and its use in the survey. Findings suggest that students’ interpretations are mitigated by larger societal and institutional discourses, although race was a common mitigating factor.