From the Vice Chancellor

Articles

Jul 27
2016

Why We Can't Talk About Affirmative Action Without Talking About Structural Racism

It is of extreme importance that the conversation about Affirmative Action include a conversation about structural racism—both the effects of its historical legacy, and an acknowledgement that race is still a salient factor in the lives of American citizens, and that unequal access, treatment, and representation are still prevalent today. Affirmative Action is an example of a race-conscious strategy, intended to redress the effects of discrimination in our country.

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May
2016

Rethinking Race and Power in Design-Based Research: Reflections from the Field

It is of extreme importance that the conversation about Affirmative Action include a conversation about structural racism—both the effects of its historical legacy, and an acknowledgement that race is still a salient factor in the lives of American citizens, and that unequal access, treatment, and representation are still prevalent today. Affirmative Action is an example of a race-conscious strategy, intended to redress the effects of discrimination in our country.

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Issue 1
2016

"I Do This for All of the Reasons America Doesn't Want Me To": The Organic Pedagogies of Black Male Instructors

This article examines the teaching philosophies of Black male teachers of Black male students in manhood development classes in a district-wide program in Oakland, California. Drawing on observations and instructor interview data, we explore the teachers’ histories, teaching philosophies, and the trajectory of their racial-educational understandings.

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2016

Modeling Manhood: Reimagining Black Male Identities in School

This paper examines the process by which stereotypical mainstream representations of black males (as hard, as anti-school, and as disconnected from the domestic sphere) were reimagined in all-black, all-male manhood development classes for 9th graders in urban public high schools. Findings show that instructors debunked stereotypes and created new definitions of black manhood through the practice of modeling manhood, critiquing existing notions of black manhood, establishing a caring community, and role modeling new ways of being.

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Jun 13
2014

The Development of Math Stereotypes: "They Say Chinese People Are the Best at Math"

Sixty elementary-school children (9–10 years old) and 82 adolescents (12–13 years old) completed explicit and implicit measures of racial stereotypes about math. 60 Asian, 42 Latino, 21 White, 15 Black, and four multiracial students participated (42% boys). On the explicit measure, children as early as fifth grade reported being aware of the stereotype that Asians = math, but only adolescents personally endorsed this stereotype. On the implicit measure, there was significant evidence for racial stereotypes about math among adolescents.

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Books

Racialized Identities Cover

Racialized Identities

Race and Achievement Among African American Youth

As students navigate learning and begin to establish a sense of self, local surroundings can have a major influence on the range of choices they make about who they are and who they want to be. This book investigates how various constructions of identity can influence educational achievement for African American students, both within and outside school.

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