Implications Of Race And Racism In Student Evaluations Of Teaching
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| Author | : LaVada U. Taylor |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 205 |
| Release | : 2021-05-07 |
| Genre | : Education |
| ISBN | : 1793643040 |
Implications of Race and Racism in Student Evaluations of Teaching: The Hate U Give highlights practices in higher education such as using student evaluations of teaching to inform merit increases, contract renewals, and promotion and tenure decisions. The collection deconstructs student course feedback to reveal implications of race and racism inherent in student responses mirroring learned behavior situated within the social-political context of US culture and K12 schools. Learned behavior fostering racial hate given to students informing and shaping classroom experiences with BIPOC faculty. To this end, the work speaks to systemic racial inequity in higher education learning spaces and possibilities of reimagining student evaluations as a cry for a more just and equitable society.
| Author | : Maureen T. Reddy |
| Publisher | : Rutgers University Press |
| Total Pages | : 342 |
| Release | : 2002 |
| Genre | : Education |
| ISBN | : 9780813531090 |
Winner of the 2003 American Educational Studies Association Critics' Choice Awards Winner of the 2003 Gustavus Myers Outstanding Book Award Did affirmative action programs solve the problem of race on American college campuses, as several recent books would have us believe? If so, why does talking about race in anything more than a superficial way make so many students uncomfortable? Written by college instructors from many disciplines, this volume of essays takes a bold first step toward a nationwide conversation. Each of the twenty-nine contributors addresses one central question: what are the challenges facing a college professor who believes that teaching responsibly requires an honest and searching examination of race? Professors from the humanities, social sciences, sciences, and education consider topics such as how the classroom environment is structured by race; the temptation to retreat from challenging students when faced with possible reprisals in the form of complaints or negative evaluations; the implications of using standardized evaluations in faculty tenure and promotion when the course subject is intimately connected with race; and the varying ways in which white faculty and faculty of color are impacted by teaching about race.
| Author | : Gabriella Gutiérrez y Muhs |
| Publisher | : University Press of Colorado |
| Total Pages | : 694 |
| Release | : 2012-06-15 |
| Genre | : Education |
| ISBN | : 1457181223 |
Presumed Incompetent is a pathbreaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. The narratives are filled with wit, wisdom, and concrete recommendations, and provide a window into the struggles of professional women in a racially stratified but increasingly multicultural America.
| Author | : Dianne Ramdeholl |
| Publisher | : Routledge |
| Total Pages | : 132 |
| Release | : 2022-03-22 |
| Genre | : Education |
| ISBN | : 1000559254 |
This book chronicles the experiences of faculty at predominantly white higher education institutions (PWI) by centering voices of racialized faculty across North America. Drawing on Critical Race Theory and critical, feminist, and auto-ethnographic approaches, the text analyzes those narratives, situating people’s words in a landscape of institutionalized racism within higher education. In order to support newer under-represented faculty, administrators committed to supporting faculty, and doctoral students interested in a future in higher education, the book offers strategies and implications for institutional reform and anti-racist faculty organizing/survival in academia. Despite claims by university administrations about commitments to diversity, this book demonstrates otherwise, offering counter-narratives from racialized faculty members who share their struggles.
| Author | : Bree Picower |
| Publisher | : Routledge |
| Total Pages | : 287 |
| Release | : 2017-03-27 |
| Genre | : Education |
| ISBN | : 1317226380 |
Confronting Racism in Teacher Education aims to transform systematic and persistent racism through in-depth analyses of racial justice struggles and strategies in teacher education. By bringing together counternarratives of critical teacher educators, the editors of this volume present key insights from both individual and collective experiences of advancing racial justice. Written for teacher educators, higher education administrators, policy makers, and others concerned with issues of race, the book is comprised of four parts that each represent a distinct perspective on the struggle for racial justice: contributors reflect on their experiences working as educators of Color to transform the culture of predominately White institutions, navigating the challenges of whiteness within teacher education, building transformational bridges within classrooms, and training current and inservice teachers through concrete models of racial justice. By bringing together these often individualized experiences, Confronting Racism in Teacher Education reveals larger patterns that emerge of institutional racism in teacher education, and the strategies that can inspire resistance.
| Author | : Donald Easton-Brooks |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 155 |
| Release | : 2019-03-13 |
| Genre | : Education |
| ISBN | : 1475839677 |
Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
| Author | : Cyndi Kernahan |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2019 |
| Genre | : College teaching |
| ISBN | : 9781949199239 |
"Kernahan argues that you can be honest and unflinching in your teaching about racism while also providing a compassionate learning environment that allows for mistakes and avoids shaming students. She also differentiates between how white students and students of color are likely to experience the classroom, helping instructors provide a more effective learning experience for all students"--
| Author | : Kathleen Carter Gentry |
| Publisher | : |
| Total Pages | : 171 |
| Release | : 2021 |
| Genre | : African American teachers |
| ISBN | : |
With a call for greater accountability, institutions of higher education have focused upon student evaluations to measure teacher effectiveness to ensure that students are learning. Education researchers have revealed that Black faculty reported negative experiences within academe such as microaggressions, insults, and not being regarded as credible scholars by students and other faculty. Very little research examines the role that race plays in students’ evaluations of Black faculty from the viewpoints of students. This quantitative, nonexperimental, causal-comparative dissertation investigates 210 students’ evaluation scores of actual university faculty as measured by academic competence, sensitivity to students, instructional effectiveness, and their viewpoints on racism as measured by the Social Dominance Orientation 7 Evaluation Form (SDO7) at Historically White Institutions in Southern states. Using a two-way ANOVA with the Bonferroni correction of p = .0125, there is a statistical significance in sensitivity to students and instructional effectiveness scores between Black and White faculty members while academic competence and viewpoints of racism scores were not significant. Through the lens of critical race theory, student evaluations of Black faculty are explored.
| Author | : Mitchell J. Chang |
| Publisher | : Stanford University Press |
| Total Pages | : 264 |
| Release | : 2003-03-12 |
| Genre | : Education |
| ISBN | : 0804764530 |
In recent years American colleges and universities have become the locus of impassioned debates about race-conscious social policies, as conflicting theories clash over the ways to distribute the advantages of higher education in a fair and just manner. Just below the surface of these policy debates lies a complex tangle of ideologies, histories, grievances, and emotions that interfere with a rational analysis of the issues involved. As never before, the need for empirical research on the significance of race in American society seems essential to solving the manifest problems of this highly politicized and emotionally charged aspect of American higher education. The research evidence presented in this book has a direct relevance to those court cases that challenge race-conscious admission policies of colleges and universities. Though many questions still need to be addressed by future research, the empirical data collected to date makes it clear that affirmative action policies do work and are still very much needed in American higher education. This book also provides a framework for examining the evidence pertaining to issues of fairness, merit, and the benefits of diversity in an effort to assist courts and the public in organizing beliefs about race and opportunity.
| Author | : Kristin Comeforo |
| Publisher | : Rowman & Littlefield |
| Total Pages | : 149 |
| Release | : 2023-07-03 |
| Genre | : Education |
| ISBN | : 1666926167 |
bell hooks—feminist scholar, teacher, activist—implored instructors to see the classroom as a “radical space of possibility” where students and teachers work as partners in the pursuit of education as “collective liberation” from structures of domination. hooks’ call takes on more urgency today, as oppressive and dominant ideologies continue to perpetuate racial, economic, gender, and other social inequities both within the classroom and society at large. Through critical commentary reflections on classroom experiences and original teaching activities, the authors in bell hooks' Engaged Pedagogy for the 21st Century Classroom: Radical Spaces of Possibility provide inspiration for teachers with the will to learn and the courage to teach about intersecting systems of oppression in meaningful, radical ways. The goal of this collection is to carry forth hooks’ legacy of education as freedom and to serve as a guide that renews faith that “teaching to transgress” racist, sexist, and classist systems of oppression is not only possible, but is a first step in transforming the world.
