Browsing by Subject "Systemic racism"

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    Are the racial disparities in school discipline the result of or a function of systemic racism mediated by educators' dispositions?
    (2015-08-28) Williams, Nathaniel Andrew; Scheurich, James Joseph; Hughes, Robin Lee; Skiba, Russell; Murtadha, Khaula H.
    With over 40 years of research on the well-documented issue of racial disparities in school discipline, scholars have begun to explore a plethora of plausible causalities for this phenomenon. Recent literature on the causal agents have centered on cultural differences and/or racial prejudices held by educators. Building from this emerging logic, this dissertation specifically focused on the disposition (e.g. enduring traits, character type, mentality, and temperament) of educators and its influence, if any, on discipline-related outcomes. Additionally, this exploratory study sought to build a conceptual map for future research to explore how educators' dispositions may act as conduits between systemic racism and the historic racial disparities in discipline-related outcomes. Through an intensive, multiyear embedded case study of four middle schools with both high and low rates of racial disproportionality in school discipline and with the creation and use of the Four Domains, this dissertation explored whether discipline-related outcomes are the result of systemic racism mediated by educators' dispositions. Findings from the analysis suggested the existence of shared characteristics among the dispositions of those categorized as high and low referring. Specific to those findings, trends within low referring teachers suggested that low referring teachers maintain high and consistent expectations of student behavior, but allowed for flexibility in how their discipline response was mediated out among their students. Despite a deferred approach within discipline response, low referring teachers were consistent and did not show favoritism. On the contrary, high referring teachers were inconsistent with their responses and demonstrated biases in actions and beliefs. Accordingly, it was found that high referring teachers held racially deficit beliefs about Black students and their families. Additionally, high referring teachers were more represented by the Four Domains in comparison to lower referring teachers. As a result, findings from the Four Domains support the existence of a causal link among systemic racism, higher referring teachers, and racial disparities in school discipline. In particular, it was found that classroom teachers engage in and hold racially deficit views of Blacks and these same teachers disproportionately refer Black students for out-of-school suspension.
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    Creation of the American Heart Association Journals Equity, Diversity, and Inclusion Editorial Board: Next Step to Achieving 2024 Impact Goal
    (American Heart Association, 2022) Lewis, Eldrin F.; Beatty, Christine; Boltze, Johannes; Breathett, Khadijah; Clair, Walter K.; de las Fuentes, Lisa; Essien, Utibe R.; Goodell, Heather; Hinson, H. E.; Kershaw, Kiarri N.; Knowles, Joshua W.; Mazimba, Sula; Mujahid, Mahasin; Okafor, Henry E.; Park, Kyung Woo; Schultz, Jonathan; Medicine, School of Medicine
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    The Snare of Systemic Racism and Other Challenges Confronting Hip-Hop-Based Pedagogy
    (EdLab, 2018-11) Mutegi, Jomo W.; Phelps-Moultrie, Jada A.; Pitts Bannister, Vanessa R.; School of Education
    Background: Although there has been a pronounced growth in hip-hop-based pedagogy (HHBP) scholarship in recent years, there has not been a concomitant critique of this growing body of work. As a consequence, much of this scholarship is best characterized as advocacy of HHBP. Purpose/Objective: The objective of this article is to promote critical discourse around the conceptualization and implementation of HHBP by (a) identifying a set of challenges presented in the conceptualization of HHBP scholarship, (b) describing the narrative that these challenges converge to support, and (c) suggesting an alternative narrative aimed at fostering a more empowering use of HHBP. Research Design: To accomplish this objective, we provide an in-depth critique of Emdin and Lee’s (2012) article, “Hip-hop, the ‘Obama effect,’ and urban science education.” Through this critique, we first identify eight challenges posed by the authors’ argument, as well as the narrative that is the foundation of this argument. Conclusions/Recommendations: We conclude by presenting an alternate narrative of hip-hop as an instrument of systemic racism and offering suggestions as to how HHBP can be used in both research and practice to both avoid and counter systemic racism.