Learning Race to Unlearn Racism: The Effects of Ethnic Studies Course-Taking

Novais, Janine de; Spencer, George

doi:10.1080/00221546.2018.1545498

Cited by 14 publications

(6 citation statements)

References 38 publications

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“…Research that examines the impact of diversity and inclusion initiatives in PWIs, particularly curricular/cocurricular forms of initiatives, typically focuses on quantifiable outcomes related to student learning and growth. Outcomes such as increases in moral development (Parker, Barnhardt, Pascarella, & McCowin, 2016) cross-racial/intergroup contact and friendships (Bowman & Park, 2015; Rodríguez, Nagda, Sorensen, & Gurin, 2018), democratic involvement (Denson & Bowman, 2013), and students’ awareness, appreciation, and acceptance of different racial groups (de Novais & Spencer, 2018) saturate curricular/cocurricular diversity scholarship. This focus on marketable outcomes, rather than ways to create structural institutional change, has given rise to what some scholars refer to as the commodification of diversity in higher education, in which diversity is packaged as something to be managed as a profitable resource (Ahmed, 2007; Case & Ngo, 2017).…”

Section: Diversity Initiatives In Pwismentioning

confidence: 99%

Black students’ narratives of diversity and inclusion initiatives and the campus racial climate: An interest-convergence analysis.

Lewis¹,

Shah²

2021

Journal of Diversity in Higher Education

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This qualitative study examines how Black undergraduate students attending a predominately White institution (PWI) assess and interpret their university’s diversity and inclusion initiatives given their everyday experiences with campus-based racism. Using critical race theory (CRT) this article illuminates how Black students at a PWI interpret their university’s implementation of diversity and inclusion initiatives. The article illustrates how the students interpreted the rationale behind the university’s implementation of the diversity and inclusion initiatives, questioned who benefits from the implementation of the initiatives, and called attention to how the ineffectiveness of the PWIs initiatives impacted their sense of belonging. By employing the concept of interest-convergence as an analytical tool, this article used the students’ narratives to illustrate what happens when initiatives aimed at promoting a more equitable and inclusive campus racial climate converge with the interests of an institution that centers Whiteness. The findings from this study illustrate the ways in which White supremacy undergirds the university’s implementation of its diversity and inclusion initiatives and the reality it creates for Black students.

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Section: Diversity Initiatives In Pwismentioning

confidence: 99%

Black students’ narratives of diversity and inclusion initiatives and the campus racial climate: An interest-convergence analysis.

Lewis¹,

Shah²

2021

Journal of Diversity in Higher Education

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“…As many scholars have noted, the overarching goal of diversity coursework in higher education is to equip students for participation in an equitable and just society (e.g., Banks, 2013; de Novais & Spencer, 2019). Increasingly, institutions across the country are realizing the importance of diversity courses in the curriculum.…”

mentioning

confidence: 99%

Do diversity courses improve college student outcomes? A meta-analysis.

Denson¹,

Bowman²,

Ovenden³

et al. 2021

Journal of Diversity in Higher Education

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Colleges and universities play a critical role in shaping intergroup dynamics in an era of increasing racial tensions in the United States. Diversity courses may serve as one important approach for preparing college students for participation in an equitable and just society, since this coursework holds a unique position at many institutions to expose college students to issues of difference and inequality. This study synthesizes research on the relationship between university/college instruction explicitly using the word course and the root divers ‫ء‬ and student outcomes over the span of 25 years. Within a meta-analytic sample of 355 effect sizes, from 73 publications, and 47 distinct samples representing 116,092 undergraduate students the results indicate an overall small positive association between diversity coursework and various outcomes. Additional results highlighted the ways in which this relationship is moderated by various characteristics of the courses, outcome measures, and study design.

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“…But because this classification of the treatment may inadvertently conceal differences in the effect for students who complete different amounts of transferrable coursework, I also generate additional variables to capture potential variation in the effect of UT course-taking. This approach will, therefore, facilitate an examination of heterogeneity in treatment effects following an approach employed by other scholars (Brand et al, 2014; de Novais & Spencer, 2019).…”

Section: Methodsmentioning

confidence: 99%

Off the Beaten Path: Can Statewide Articulation Support Students Transferring in Nonlinear Directions?

Spencer¹

2021

American Educational Research Journal

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Students who transfer between colleges risk losing credits and decreasing their chances of degree completion. Despite emerging evidence regarding the effectiveness of articulation agreements to address this challenge, it is unclear if these policies support nonlinear transfer pathways—including lateral transfer between 4-year colleges or reverse transfer to 2-year colleges. I use propensity score weighting to examine a statewide articulation agreement in Ohio that established universal credit acceptance for coursework affecting all transfers. Comparing students who completed universally transferrable courses with those who did not, I find no measurable difference in degree attainment among reverse transfers. But there is a positive association with bachelor's degree attainment among lateral transfers, which the findings suggest is related to academic major persistence.

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Learning Race to Unlearn Racism: The Effects of Ethnic Studies Course-Taking

Cited by 14 publications

References 38 publications

Black students’ narratives of diversity and inclusion initiatives and the campus racial climate: An interest-convergence analysis.

Black students’ narratives of diversity and inclusion initiatives and the campus racial climate: An interest-convergence analysis.

Do diversity courses improve college student outcomes? A meta-analysis.

Off the Beaten Path: Can Statewide Articulation Support Students Transferring in Nonlinear Directions?

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