Debating Affirmative Action: Politics, Media, and Equal Opportunity in a “Postracial” America

Paguyo, Christina; Moses, Michele S.

doi:10.1080/0161956x.2011.616138

Cited by 4 publications

(15 citation statements)

References 32 publications

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“…Scholars have argued that media are another form of education (Collins, 2009;Moses, 2007;Paguyo & Moses, 2011). Thus, the implications are great and the education that the public received about this group of people greatly varied depending on the language of the news source.…”

Section: Implications For Educational Policy and Schoolingmentioning

confidence: 99%

Discursive de/humanizing: A multimodal critical discourse analysis of television news representations of undocumented youth

López

2020

EPAA

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This article addresses television news coverage of the Development, Relief, and Education for Alien Minors (DREAM) Act of 2010, which would have created a path to legal residency for thousands of undocumented immigrants in the United States. Considering the role that news media play in socially constructing groups of people, through an analysis of English- and Spanish-language evening television news coverage of the DREAM Act of 2010, the author examined discursive practices used to represent undocumented youth in both dehumanizing and humanizing ways. The author discusses the implications of these types of discourses for education policy understanding by the public and education stakeholders.

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Section: Implications For Educational Policy and Schoolingmentioning

confidence: 99%

Discursive de/humanizing: A multimodal critical discourse analysis of television news representations of undocumented youth

López

2020

EPAA

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“…In particular, dominant anti–affirmative action narratives obscure social benefits and divorce the policy from the historical legacy that made it necessary. Participants countered the idea that affirmative action enacts preferential treatment, a common distortion in the public discourse (Paguyo & Moses, 2011). Instead, participants asserted that those against affirmative action misunderstood the policy.…”

Section: Resultsmentioning

confidence: 99%

“…These frames offer different interpretations of equal opportunity (Paguyo & Moses, 2011); for example, colorblindness addresses a vision of racism as individual, whereas policy solutions, such as affirmative action, respond to a definition of racism that is systemic and institutional (Bonilla-Silva, 2013; Doane, 2006). Thus, the tension between individual and systemic understandings of racism undergirds disagreements about affirmative action policy (Moses, 2004; Paguyo & Moses, 2011). In an era dominated by colorblind racial politics and discourse, a systemic racism frame is persistently delegitimized, censured, and even mischaracterized as dangerous to democracy (Guinier, 2015).…”

Section: Critical Race Theorymentioning

confidence: 99%

“…Colorblindness defines racism as individual rather than institutional and espouses abstract notions of fairness and equality that neglect the conditions that necessitate race-conscious policy and practice. In terms of affirmative action, colorblindness largely frames the legal debate (Ledesma, 2015; Moses & Chang, 2006), and media present conflicting narratives and simplistic understanding of race (Paguyo & Moses, 2011). Both examples illustrate contentious terrain shaped largely by elites, while students of color’s voices are underrepresented.…”

Section: Purposementioning

confidence: 99%

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Affirming Race, Diversity, and Equity Through Black and Latinx Students’ Lived Experiences

Vue

Haslerig

Allen

2017

American Educational Research Journal

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Immediately after President Obama’s successful campaign, many hypothesized that the United States had entered a post-racial era. This study uses critical race theory to examine how high-achieving Black and Latinx college students make meaning of and navigate affirmative action policy discourses in an era of colorblind racial politics. Semi-structured interviews with 46 alumni of two race-conscious college access programs illustrate how participants employ a race-conscious framework that affirms the reality of race-conscious policies. Their discourse addressing race, intersectionality, and equity disrupts colorblind ideology. Connecting our analysis to the current social landscape, we argue intersectionality offers a framework for engaging politics of accountability. In the conclusion, we conceptually distinguish between post-racial era conditions and post-race (or post-racist) aspirations.

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“…Although higher education institutions and political bodies laud the benefits of diversity (Paguyo & Moses, 2011), the presence of diversity in and of itself is insufficient toward creating robust outcomes in classrooms, teams, workplaces, and societies (Page, 2007). In addition to creating teams that represent diversity in terms of gender, race, and problem-solving perspectives (Hong & Page, 2004;Tonso, 2006), such heterogeneous teams must be sustained through purposeful activities where people understand how to bring diversity to bear in ways that progress engineers toward project goals (Finelli et al, 2011).…”

Section: Valuing Diversity Scalementioning

confidence: 99%

Inclusive Engineering Identities; Two New Surveys to Assess First-Year Students' Inclusive Values and Behaviors

Rambo‐Hernandez

Atadero

Paguyo

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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The under-representation of women and people of color in engineering careers is not fully explained by their lower representation in engineering degree programs. There is also attrition from the profession after engineering degrees are earned. Currently, 20% of engineering degrees are awarded to women, and only 13% of the engineering workforce are women. Also, underrepresented minorities earn a small proportion of the science, technology, engineering, and mathematics (STEM) degrees, and represent an even smaller proportion of the workforce. For example, while approximately 11% of the total workforce is Black, only 6% of the STEM workforce is Black (U.S. Department of Education, 2016). Often cited issues for leaving engineering are uncomfortable and unsupportive work climates (Singh, Fouad, Fitzpatrick, & Chang, 2014). Women who have earned bachelors degrees in engineering left engineering at much higher rates than men, and these women cite issues of poor workplace climates, bosses, or culture (Singh et al. 2014). Women who stayed in engineering cite being supported by their organizations and perceiving their work as valued (Singh et al. 2014). More recent research demonstrated this uncomfortable culture exists well before entering the workforce. Undergraduate women cite informal interactions and sexism in teams as propagating a culture that is unwelcoming to women (Seron, Silbey, Cech, & Rubineau, 2016).Most efforts to change these percentages of representation both in the workforce and in school focus exclusively on those in the minority. However, our NSF funded study seeks to change the culture of engineering to be more welcoming and supportive of women and underrepresented minorities by helping all engineers appreciate and seek out diversity In our project we have worked with several instructors to infuse first year engineering classes with activities to promote diversity and inclusion. By working towards cultural change we hope to impact both university degree programs and engineering practice. We developed intervention activities for first year engineering courses to promote what we termed an inclusive engineering identity. Inclusive engineering identity is displayed by engineers who value diversity in engineering and promote inclusive behaviors within the profession. When we tried to measure the impact of our intervention on all engineering students, we quickly discovered there were no psychometrically sound measures to assess how engineering students valued diversity specifically in the context of engineering and how likely they were to enact inclusive behaviors. Thus, this research study details the development of two new scales to measure how students develop an inclusive engineering identity.

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Debating Affirmative Action: Politics, Media, and Equal Opportunity in a “Postracial” America

Cited by 4 publications

References 32 publications

Discursive de/humanizing: A multimodal critical discourse analysis of television news representations of undocumented youth

Discursive de/humanizing: A multimodal critical discourse analysis of television news representations of undocumented youth

Affirming Race, Diversity, and Equity Through Black and Latinx Students’ Lived Experiences

Inclusive Engineering Identities; Two New Surveys to Assess First-Year Students' Inclusive Values and Behaviors

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