Race, Schooling, and Class in American Society

Yeakey, Carol Camp; Bennett, Clifford T.

doi:10.2307/2295288

Cited by 17 publications

(8 citation statements)

References 22 publications

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“…Students from historically underrepresented populations often perceive STEM environments as nonwelcoming. Yeakey and Bennett () referred to these environments as “psychological minefields fraught with subtle racial encounters” (p. 12). The successes of African Americans in STEM majors depend on their abilities to conform to the behaviors and norms of the majority culture (Tatum, ).…”

Section: Hegemonic Contextsmentioning

confidence: 99%

Applying actor–network theory to identify factors contributing to nonpersistence of African American students in STEM majors

2018

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African American undergraduates' decision to change from science, technology, engineering, and mathematics (STEM) majors while enrolled at a predominantly White university was the focus of this study. Through open-ended interviews, the students discussed circumstances leading to their nonpersistence. Commonly published reports on the lower percentages of graduates from this demographic, while useful, do not provide a comprehensive view of this underperformance. Therefore, it is necessary to divulge the experiences of the individuals accounted for in these statistics, requiring a methodological approach that captures and reports experiences from individuals' vantage points.Actor-network theory (ANT) is a framework encouraging an understanding of the human experience through an identification of the complex networks and associated power dynamics that sustain and legitimize the systems in which they operate. According to ANT, individual's potential for achievement is directly related to their ability to successfully engage key actors, as well as successfully navigate the codes and structures that control access to power. Thus, ANT was used to examine the students' experiences. Evidenced in their discussions were unresolved feelings around weak relations with faculty and peers, as well as being viewed through deficit models. These findings could be useful for interpreting the statistics representing the lower percentages of African American students in STEM. Science Education. 2019;103:241-263.wileyonlinelibrary.com/journal/sce

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Section: Hegemonic Contextsmentioning

confidence: 99%

Applying actor–network theory to identify factors contributing to nonpersistence of African American students in STEM majors

2018

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“…Whereas some scholars assert that the source of African Americans' economic woes is Black culture and the Black male role within it, others refute this notion by showing that most Black males have work values, expectations, and occupational and educational goals that are essentially identical to those of the White American middle class (Cook, 1971;Dillard, 1976;Foster, 1988;Liebow, 1967). A host of scholars have taken opposing positions, arguing that racism and resulting racial discrimination still play an important role in the economic problems faced by Black men (Boston, 1990;Geshwender & Carroll-Seguin, 1990;Hirschman & Kraly, 1988;Hunter, 1990;Lichter, 1988;Perry & Locke, 1985;Power, 1986;Sandefur & Scott, 1983;Yeakey & Bennett, 1990). They argue that the impact on Black men of transformations in the job market, changing views about women's roles in the work force, the erosion of government-sponsored social services, racial residential segregation, and the changing geography of job creation, as well as hierarchical wage structures, stagnant or declining wage rates, and chronic structural unemployment are the direct causes of increasing Black poverty and social disruption (Caputo, 1989;Claude, 1986;Franklin, 1992;Gary & Leashore, 1982;Hall, 1989;House & Madura, 1988;Lewin-Epstein, 1986;Marable, 1982, A closely related body of literature is concerned with the role of race and racism in the economic marginalization of African American men.…”

Section: Political/economic Issuesmentioning

confidence: 99%

“…Black male professionals continue to be excluded from positions of authority, are often deemed incapable of management or technical work, and continue to earn less than their White male counterparts (Kluegel, 1978;McRae, 1991;Meisenheimer, 1990;Yeakey & Bennett, 1990). Black male professionals continue to be excluded from positions of authority, are often deemed incapable of management or technical work, and continue to earn less than their White male counterparts (Kluegel, 1978;McRae, 1991;Meisenheimer, 1990;Yeakey & Bennett, 1990).…”

Section: Political/economic Issuesmentioning

confidence: 99%

Social Science Literature Concerning African American Men

Gordon¹,

Gordon²,

Nembhard³

1994

The Journal of Negro Education

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“…Education appears to be more political than pedagogical (Carter & Sandier, 1991;Yeakey & Bennett, 1990); therefore the focus of this review is on the politics of racial equality.…”

Section: Inmentioning

confidence: 99%

Brown and the politics of equality

Brown

1994

Urban Rev

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Forty years after Brown v. Topeka Board of Education, the U.S. Supreme Court's decision declaring de jure segregated schools unconstitutional, we are still seeking the full implementation of that decree. Most Americans accepted limited implementation of Brown, and the degree of acceptance is split along racial lines. Racial dialogue has changed. White Americans, who control the desegregation process, develop integration plans to their advantage. School integration was not implemented until after passage of the 1964 Civil Rights Act and peaked in 1972. Today, school integration is declining due to a backlash, changing demographics, and declining resources. However, Brown was a success because it rid the country of legalized state segregation by race in education and in other areas of public policy. The Court could merge the equality standards of Plessy v. Ferguson and the integration standards of Brown to give us quality integrated education.In Brown v. Board of Education, Topeka, Kansas (1954), the U.S. Supreme Court decreed that separate but equal schooling was unconstitutional. What were the politics of Brown, and what did African-American plaintiffs seek in that decision?In Brown, African-Americans sought equal education opportunities by requesting an upgrading of black schools and the integration of white schools. African-Americans knew that as a political minority they would lose control over the instruction and the socialization of black children. The black community would lose educators as role models and a source of income and would suffer the psychological stigma of having black schools associated with inferior education. Blacks also saw Brown as a mechanism for attacking other forms of legalized segregation.

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Race, Schooling, and Class in American Society

Cited by 17 publications

References 22 publications

Applying actor–network theory to identify factors contributing to nonpersistence of African American students in STEM majors

Applying actor–network theory to identify factors contributing to nonpersistence of African American students in STEM majors

Social Science Literature Concerning African American Men

Brown and the politics of equality

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