Negotiating the Contested Terrain of Equity-Focused Change Efforts in Schools: Critical Race Theory as a Leadership Framework for Creating More Equitable Schools

Pollack, Terry M.; Zirkel, Sabrina

doi:10.1007/s11256-012-0231-4

Cited by 36 publications

(58 citation statements)

References 34 publications

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“…Social reproduction of roles [16] reifies a power structure that invites Students of Color to feel like interlopers, particularly at Predominantly White Institutions (PWI) or universities originally PWI. These power structures are maintained by (1) “race neutral” admissions and colorblindness [17, 18]; (2) majoritarian narratives of meritocracy and deficit thinking [17, 19]; (3) “the social construction of merit” as rigidly defined [20]; (4) programmatic interest convergence that benefits Whites more than people of color, such as affirmative action [21–23]; and (5) the use of “diversity” as a commodity in university marketing tools [15, 24–26]. …”

Section: Background and Contextmentioning

confidence: 99%

“…Trained in the same racist structures that built much of higher education, faculty members’ colorblindness and privilege contribute to students’ alienation and resistance [56, 84, 93, 94]. Rather than encouraging assimilation, faculty members can encourage resistance to stereotypes by (1) holding high standards while preparing and supporting students to reach higher in their academic experiences and goals (“wise mentoring” [63], (2) challenging negative group stereotypes and developing a healthy ethnic identity [9, 31], and (3) supporting positive racial/ethnic and science identities that honor experiential knowledge without reliance on “social construction of merit” [20, 32] that favors students who are already privileged [23]. …”

Section: Supporting Students By Building Faculty Research and Mentorimentioning

confidence: 99%

“…Colorblindness often translates into the superficial treatment of diversity through multiculturalism, a “race-neutral” approach to celebrating culture that ignores the structural and personal barriers that students of color face every day [5, 9, 23, 110]. Equity is not found in numbers.…”

Section: Infrastructure Development: the Health Equity Research And Ementioning

confidence: 99%

“…Where educational gaps between students of color and the general student body persist, HSI and AANAPISI institutions can be considered “Hispanic or AANAPISI-Enrolling” rather than “Hispanic or AANAPISI-Serving.” Indeed, diversity can be seen as a commodity for colleges and universities [17] who marginalize ethnic studies departments and allow or foster other departments to teach the content of ethnic studies departments, leading to further opportunities for the majoritarian voice to interpret the experiences of people of color without full comprehension of their lived experiences [18]. Even when the university makes changes to improve student services, these improvements often benefit the majority students the most, a form of interest convergence [17, 23, 111, 112]. …”

Section: Infrastructure Development: the Health Equity Research And Ementioning

confidence: 99%

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Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program

et al. 2017

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Background and purposeUnconscious bias and explicit forms of discrimination continue to pervade academic institutions. Multicultural and diversity training activities have not been sufficient in making structural and social changes leading to equity, therefore, a new form of critical consciousness is needed to train diverse scientists with new research questions, methods, and perspectives. The purpose of this paper is to describe Building Infrastructure Leading to Diversity (BUILD); Promoting Opportunities for Diversity in Education and Research (PODER), which is an undergraduate biomedical research training program based on transformative framework rooted in Critical Race Theory (CRT).Key highlightsBy employing a CRT-informed curriculum and training in BUILD PODER, students are empowered not only to gain access but also to thrive in graduate programs and beyond. Poder means “power” or “to be able to” in Spanish. Essentially, we are “building power” using students’ strengths and empowering them as learners. The new curriculum helps students understand institutional policies and practices that may prevent them from persisting in higher education, learn to become their own advocates, and successfully confront social barriers and instances of inequities and discrimination. To challenge these barriers and sustain campus changes in support of students, BUILD PODER works toward changing campus culture and research mentoring relationships. By joining with ongoing university structures such as the state university Graduation Initiative, we include CRT tenets into the campus dialogue and stimulate campus-wide discussions around institutional change. Strong ties with five community college partners also enrich BUILD PODER’s student body and strengthen mentor diversity. Preliminary evaluation data suggest that BUILD PODER’s program has enhanced the racial/ethnic consciousness of the campus community, is effective in encouraging more egalitarian and respectful faculty-student relationships, and is a rigorous program of biomedical research training that supports students as they achieve their goals.ImplicationsBiomedical research programs may benefit from a reanalysis of the fit between current training programs and student strengths. By incorporating the voices of talented youth, drawing upon their native strengths, we will generate a new science that links biomedical research to community health and social justice, generating progress toward health equity through a promising new generation of scholars.

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Section: Background and Contextmentioning

confidence: 99%

Section: Supporting Students By Building Faculty Research and Mentorimentioning

confidence: 99%

Section: Infrastructure Development: the Health Equity Research And Ementioning

confidence: 99%

Section: Infrastructure Development: the Health Equity Research And Ementioning

confidence: 99%

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Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program

et al. 2017

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“…Ambivalent views of Chinese Americans have persisted to the 21st century; we argue that what has changed is the way in which these views are expressed. In modern times, cultural norms prohibit the open expression of overt racist language; as a result, European Americans instead rely on specific rhetorical strategies to express racist ideas in open debate (Bonilla‐Silva, 2002) or they choose to express more openly racist beliefs in anonymous venues like public comment sections of on‐line forums (e.g., Pollack & Zirkel, 2012; Zirkel et al, 2011). We see this “hardworking drone” language in modern discussions regarding admissions to elite colleges as well as in a few recent discussions of public schools in which Chinese Americans form a majority.…”

Section: The “New” Model Minoritymentioning

confidence: 99%

One Hundred and Fifty Years of “The Chinese Question”: An Intergroup Relations Perspective on Immigration and Globalization

Shimpi

Zirkel

2012

Journal of Social Issues

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Increased migration is, in many ways, the sine qua non of globalization. In this manuscript, we examine the single case of Chinese American immigration in the United States over a 150‐year period to explore how race and interracial attitudes shape immigrant–host relations in very deep ways. We find remarkably little change in the valence of these conversations or even in the precise content of the depictions of Chinese Americans over time. A detailed analysis of depictions and conversations about Chinese Americans in a variety of contexts finds that European Americans in the United States often describe them as: (1) self‐segregating, (2) lacking loyalty to the United States, and (3) hardworking and successful, but simultaneously lacking in “humanity.” We highlight the way such depictions ignore any attention to basic facts; we use these data to discuss the ways that race and interracial interaction form the core of immigrant–host relations; and we use this case study to highlight how race shapes immigrant–host relations around the globe.

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Returning the colonizers gaze: Critiquing Whiteness in our training programs.

McCubbin¹,

Alex²,

Bergkamp³

et al. 2023

Training and Education in Professional Psychology

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Psychology training in North America faces a critical threat of White supremacy born from ignoring Whiteness imbedded in the training, which can no longer be ignored. We discuss Whiteness as an underlying force within our profession and training programs. This is followed by a review of critical race theory, decolonization, and indigenization of the academy as frameworks and the application of a developmental perspective to cultivate meaningful change on an individual and departmental level. Finally, we identify resources for assessing, remediating, and transforming psychology training programs at all levels. Our intent is to bring into focus the forces of sabotage that so commonly stifle well-intended deep structural change within psychology programs. In acknowledging this dynamic, identifying the powerful role of Whiteness, and encouraging developmental change, we hope that the contemporary decolonial call and action can be heard and authentically sustained. This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

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Negotiating the Contested Terrain of Equity-Focused Change Efforts in Schools: Critical Race Theory as a Leadership Framework for Creating More Equitable Schools

Cited by 36 publications

References 34 publications

Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program

Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program

One Hundred and Fifty Years of “The Chinese Question”: An Intergroup Relations Perspective on Immigration and Globalization

Returning the colonizers gaze: Critiquing Whiteness in our training programs.

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