Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community

Williams, Stacy A. S.; Hanssen, Daria V.; Rinke, Carol R.; Kinlaw, C. Ryan

doi:10.1080/10474412.2019.1669451

Cited by 12 publications

(6 citation statements)

References 18 publications

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“…Lastly in Figure 4(h), 34% of minority ethnic students would like to see more diversity within the research projects that are being offered with PGR study, particularly so for Asian and British Asian students with 41% highly welcome increased diversity. Inclusive approaches to the UG curriculum have been widely utilised in HE (Arday and Mirza, 2018; Arday et al, 2021; Williams et al, 2020), but similar considerations have not been applied to PGR study. Within a PGR study programme, often studies fail to explore barriers associated with ethnicity within the research study design.…”

Section: Resultsmentioning

confidence: 99%

Barriers to pursing postgraduate research study among final year undergraduate minority ethnic students at a post-1992 UK university

Badrie

MacDonnell

Patel

2023

Equity in Education & Society

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Minority ethnic students are well represented in undergraduate and postgraduate taught study, but over a sustained period, representation in postgraduate research (PGR) study has been significantly lower. Various barriers to participation in PGR study have been suggested, however, it is not clear if these barriers are similar across different hierarchies of higher education institution within the UK. Our study explored specifically the perceived barriers that may exist towards PGR study for minority ethnic students at a post-1992 university. Our findings showed that one third of minority ethnic students did not learn about PGR study. To gain more insight into PGR study, minority ethnic students would approach academic staff. The perceived key barriers to participation in PGR study were associated with understanding the application process and feeling if they would not be selected by a research-intensive university. To address these barriers, the solutions that were proposed where to have PGR role models which can provide mentorship on the application process and highlight the career benefits of conducting PGR study. Our findings provide vital insight into key challenges faced by minority ethnic students at a post-1992 university and help identify approaches which can be implemented to address these barriers.

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Section: Resultsmentioning

confidence: 99%

Barriers to pursing postgraduate research study among final year undergraduate minority ethnic students at a post-1992 UK university

Badrie

MacDonnell

Patel

2023

Equity in Education & Society

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“…And, thus, ends the foreword to Pedagogy of the Oppressed, the critical book by the internationally renowned scholar and educator Paulo Freire (1981) that outlines the utilization of education as a tool for social justice. What we say and do as faculty matters, and what we include, or exclude, from our teaching has an impact on our students-all students, not just those whom we categorize as Black, Indigenous, or people of color (BIPOC), disenfranchised, or marginalized (Dillon & Stines, 1996;Torregosa et al, 2016;Williams et al, 2020). Students can experience alienation and disconnection when faculty do not take the time to address or include experiences that they find relevant.…”

Section: Discussionmentioning

confidence: 99%

“…In summation, the research on best practices stress the central themes of developing faculty's knowledge and awareness around issues of social and racial justice, creating safe spaces for student engagement and the inclusion of their voices and perspectives, and helping students navigate complex discussions while developing their capacity to grapple with issues of race and social injustice. Another recurrent theme is the importance of building shared community and developing collaborative education planning between teachers and students to enable active engagement in social justice at the grassroots level of classroom, which allows both faculty and students to acknowledge and challenge the injustices perpetuated in higher education (DiAngelo & Sensoy, 2018;Harbin et al, 2019;Chin & Morales, 2020;Williams et al, 2020;Valderama-Wallace & Apesoa-Varano, 2020;Pérez, 2022;Veri et al, 2022). Finally, faculty must be deliberate and intentional with course planning and development, and mindful of employing assignments and assessments that align with learning outcomes around social and racial injustice (Harbin et al, 2019;Rodriguez & Huemmer, 2019;Aktaş, 2021;McGowan et al, 2021).…”

Section: Recommendation 5 Intentional Course Preparationmentioning

confidence: 99%

Race and Social Justice: Building an Inclusive College through Awareness, Advocacy, and Action

2023

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This book is designed to support college and university members as they navigate and aim to eliminate individual, interpersonal, and institutional discrimination and seek to create more inclusive workplaces and learning environments for faculty, staff, and students. Through the narratives of faculty and staff from the College of Liberal Arts & Sciences at the University of North Carolina Charlotte, who were charged with dismantling anti-Black racism, we learn from their concerns, challenges, successes, and change process; as well as what works and does not when building diversity, equity, inclusion, and justice into the fabric of a large college. This book centers the work of six Race and Social Justice working groups. Each chapter will detail research in the areas of self-reflection, anti-racist workplace practices, policy, faculty research and outreach, graduate recruitment and success, and undergraduate student success. National and college level statistics are provided as context for recommendations, action steps, and suggested short and long-term planning towards racial equity in higher education.

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“…Undergirding the necessity of this work, Hambacher and Ginn's (2021) exploration of race-visible education revealed the benefits of disruptive self-reflection to help repair injustices experienced by racialized groups. Such that, Williams et al (2020) promote the necessity for educators to be well-equipped in responsive teaching so that "…practitioners [can] foster inclusive classrooms, facilitate difficult dialogues, and support all voices in the classroom" (p. 370). Undoubtedly, the literature calls on faculty and teacher-education programs to embrace and enact antiracist frameworks and pedagogy.…”

Section: What's With All This Race Talk Anyway?mentioning

confidence: 99%

What’s With All This Race Talk Anyway? A Literature Review on Antiracist Education

Sandiford

2024

in education

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This article reviews the developing literature on antiracist education and the emerging frameworks for recognizing racism in educational spaces. Much of the literature draws on Critical Race Theory as the underlying framework to conceptualize race and racism. Many scholars emphasize the need for antiracist practices in K-12 education. There was, however significant research evidence that suggested a gap between antiracist pedagogy and knowledge and the actual implementation into everyday teaching practices. The review also found evidence of suggested strategies and frameworks teacher education programs and school division professional development should do to help aid the implementation of antiracist education in schools and classrooms. Evidently, the review points to the importance for faculty to self-reflect on their experiences with race. I conclude with an invitation to recognize and understand how to can show up as an antiracist educator, today, tomorrow and for the future. Keywords: race, racism, antiracist education, critical race theory, racialized students

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Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community

Cited by 12 publications

References 18 publications

Barriers to pursing postgraduate research study among final year undergraduate minority ethnic students at a post-1992 UK university

Barriers to pursing postgraduate research study among final year undergraduate minority ethnic students at a post-1992 UK university

Race and Social Justice: Building an Inclusive College through Awareness, Advocacy, and Action

What’s With All This Race Talk Anyway? A Literature Review on Antiracist Education

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