Diet of disparagement: the racial experiences of black students in a predominantly white university

Foster, Kevin Michael

doi:10.1080/09518390500137659

Cited by 22 publications

(17 citation statements)

References 13 publications

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“…This offense may be particularly dispiriting for African Americans matriculating through academic and professional contexts as the ability to develop and exchange ideas that are respected and considered valid is fundamental to generating academic products and being accepted among professional peers. While academic and social integration, motivation, and support are important for the success of all students, they are critical for African Americans in doctoral programs given their greater isolation on many university campuses (Foster, 2005;Maton & Hrabowski, 2004).…”

Section: Figurementioning

confidence: 99%

Racial Identity as a Moderator of Daily Exposure and Reactivity to Racial Discrimination

2009

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Section: Figurementioning

confidence: 99%

Racial Identity as a Moderator of Daily Exposure and Reactivity to Racial Discrimination

2009

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“…(Leonardo, 2004: 138) In addition, work on whiteness has not always retained a critical sense of reflexivity and, as Michael Apple has argued, can lapse into possessive individualism whereby it can 'become one more excuse to recenter dominant voices' by subverting a critical analysis and instead make an argument along the lines of 'but enough about you, let me tell you about me' (Apple, 1998: xi). Such uncritical forays into whiteness studies threaten to re-colonize the field of multicultural education (McLaren, 1995;Sheets, 2000), mask the structural power of white identifications so that whites are perversely portrayed as race victims (Apple, 2004;Howard, 2004) and serve to ensure that higher education remains an institution predominantly operated by white people for white people (Dlamini, 2002;Foster, 2005).…”

Section: Introductionmentioning

confidence: 99%

Rethinking White Supremacy

Gillborn

2006

Ethnicities

193

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The article addresses the nature of power relations that sustain and disguise white racial hegemony in contemporary 'western' society. Following the insights offered by critical race theory (CRT), white supremacy is conceived as a comprehensive condition whereby the interests and perceptions of white subjects are continually placed centre stage and assumed as 'normal'. These processes are analysed through two very different episodes. The first example relates to a period of public crisis, a moment where 'what really matters' is thrown into relief by a set of exceptional circumstances, in this case, the London bombings of July 2005. The second example relates to the routine and unexceptional workings of national assessment mechanisms in the education system and raises the question whether assessments merely record educational inequity or actually produce it. These apparently divergent cases are linked by the centrality of white interests and the mobilization of structural and cultural forces to defend white power at the expense of the racialized 'Other'.

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“…Experiences play a fundamental role in how individuals view their world and in turn interact with others -within their racial group and across groups. The importance of experience has been an integral part of race-focused research for some time (Foster 2005;Solorzano, Ceja, and Yosso 2000;Sue et al 2009). Experiences are not only viewed as being key in the thought processes of teachers and how they interact and respond to their students, colleagues, and families, but also on how teachers understand the importance of race and how it impacts their students.…”

Section: Experience Racial Knowledge and Teacher Educationmentioning

confidence: 99%

Racial witnessing and the formation oflos conscientes– race critical preservice teachers

Necochea

2017

Race Ethnicity and Education

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This article introduces the concept of racial witnessing-i.e. defining moments where an individual experiences a strong event in which they (or someone they care deeply about) were racialized, Othered, and/or treated differently (usually negatively) because of their racial group, racial affiliation, etc. It is these moments of racial witnessing that are pivotal in the development of los conscientes. These were the more critical-minded preservice teachers who demonstrated a greater understanding regarding race and racism and the impacts it has on the educational system and human lives. This article argues that it is not a specific variable and/or experience (such as those gained in field experiences) that creates race consciousness among preservice teachers. It is the accumulation of racial witnessing events that allow for a deeper understanding of how race dictates lives.

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Diet of disparagement: the racial experiences of black students in a predominantly white university

Cited by 22 publications

References 13 publications

Racial Identity as a Moderator of Daily Exposure and Reactivity to Racial Discrimination

Racial Identity as a Moderator of Daily Exposure and Reactivity to Racial Discrimination

Rethinking White Supremacy

Racial witnessing and the formation oflos conscientes– race critical preservice teachers

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