The construction,expression, and consequences of difference in education practice,policy, and research

In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the norm against which they compare those different from them. Therefore, normalcy operates to maintain positions of superiority for some and inferiority for others. Next, the situation of disability at the intersection of non-dominant identities can be a powerful tool for disrupting normative spaces, practices, and beliefs. Finally, I call for critical action that exposes the negative construction of and consequences of difference in the academy, noting how epistemologies, methodologies, publication outlets and formats, and sentence structures that fall outside what we associate with normalcy, and those who employ them, are also sorted along lines of competence and incompetence, leading to the dismissal or exclusion of disabled scholars, scholars of color, and those scholars engaging in more public praxis outside the academy walls.     

Critical Community Conversations: Cultivating the Elusive Dialogue About Racism With Parents,Community Members,and Teachers

Abstract

This article highlights how two researchers started Critical Community Conversations (CCC) with a school community in an effort to learn from one another and build solidarity. The intent was for CCC to focus on some of the most pressing issues facing our nation, state, and local neighborhoods, with a special lens on racism.     

重塑华人新形象——试析汤亭亭《孙行者：他的伪书》中主人公阿新

面对主流社会对她作品的种族主义误读,汤亭亭在她的第三本小说《孙行者：他的伪书》里塑造了一位反传统,反战,反种族歧视的华裔嬉皮士形象,用以挑战和颠覆丑陋的华人刻板形象。通过分析主人翁阿新是中国猴王,华人垮掉派和美国诗人瓦尔特·惠特曼三者精神的综合体,来表明华裔作家汤亭亭用她的作品向美国主流社会的种族主义宣战,指出不能仅以种族特征去界定一个人,人是可以跨越文化之间的界限的,因此种族主义的存在是错误的。     

Internalized Racism,Perceived Racism,and Ethnic Identity: Exploring Their Relationship in Latina/o Undergraduates

For Latina/o undergraduates, ethnic identity is an important construct linked to self‐esteem and educational attainment. Internalized and perceived racism have been hypothesized to hinder ethnic identity development in Latina/o undergraduates. To assess if internalized and perceived racism were inversely related to ethnic identity, the author conducted a hierarchical linear regression with 373 Latina/o undergraduates. There was a significant relationship between internalized racism and ethnic identity. Findings indicate a need to challenge internalized racism in Latina/o undergraduates.     

美国民族心理学研究的发展历史

美国少数民族心理学历经了百年的发展,对各国少数民族心理研究产生了重要影响。本文分析了“科学种族主义”、科学心理学、心理测量、临床心理学对20世纪美国少数民族心理学发展的影响,以及美国民族心理学发展过程中,美国心理学会(APA)所采取的一系列改革措施。美国民族心理学研究仍然存在着欧洲文化中心或白人中心向适应多元文化社会转向的问题。     

种族问题引发的精神磨难

通过分析《土生子》与《上升的一切必然汇合》两部作品中所反映的种族问题,透视了两代人间存在的隔阂以及种族问题对白人和黑人产生的不同程度的精神磨难。     

Understanding critical race theory as a framework in higher educational research

This paper reviews the existing literature to discuss how critical race theory has been applied as a theoretical framework to higher educational research in the United States and what its contributions are. To provide necessary context, I will discuss race and racism in the United States, the background of US higher education in relation to race, the emergence of critical race theory and its application in US higher education.     

Minority Students’ Responses to Racism: The Case of Cyprus

While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students’ responses to racism can be explained. By using an ecological approach to integrate existing research on actors’ responses to racism, this study finds that researchers have generally neglected factors and processes situated at the micro- and meso-levels of analysis. Qualitative interview data with Turkish–Cypriot children enrolled in schools in the predominantly Greek-speaking part of the Republic of Cyprus are used to investigate their strategies in response to racism and the factors that explain the observed variability in their responses. The findings suggest the importance of and interactions between factors situated at different levels of analysis, including the level of organizations and social groups and face-to-face interactions in explaining variability in young people’s responses to racism.     

No Parent Left Behind: Strengthening Ties Between Educators and African American Parents/Guardians

This study used regression analyses to identify variables predicting the six most frequently cited problems that concerned 129 African-American parents and guardians of children who were primarily enrolled in urban schools. The findings indicate that in order to increase African-American parents' and guardians' satisfaction with the public school system, the racial climate in schools must be improved; unfair disciplinary practices must be eradicated; and curricula and instructional practices must be reformed specifically in areas that result in the strengthening of African-American students' math and reading-comprehension skills.