Racializing smartness

Hatt, Beth

doi:10.1080/13613324.2016.1168537

Cited by 25 publications

(17 citation statements)

References 31 publications

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“…We can ground our work in students' humanity, their interests, and their agency, rather than in economic imperatives. We can work to disrupt how STEM contributes to the construction of the racialization of intelligence (Hatt 2016). STEM education has the potential to contribute to students' understanding of the world, to amplify critical consciousness, to serve as a tool for transformative social change, and to offer beauty and the joy of learning and discovery.…”

Section: Discussionmentioning

confidence: 99%

Of models and myths: Asian(Americans) in STEM and the neoliberal racial project

Chen

Buell

2017

Race Ethnicity and Education

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This paper examines historical and contemporary racializations of Asian(Americans) within the STEM system. The prevailing perception of Asian(Americans) as model minorities masks how their multiple and contradictory positionings in the STEM system perpetuate the neoliberal racial project and reproduce systems of racism and oppression. Through a multidisciplinary analysis of STEM education and industry, we demonstrate that the shifting racialization of Asian(Americans) secures advantages for White Americans by promoting meritocracy and producerism and justifies White supremacy. By serving these functions, the racialization of Asian(Americans) within the STEM system is central to the neoliberal racial project. This paper also suggests how STEM education researchers can reveal and resist, rather than veil and support, the neoliberal racial project in STEM.

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Section: Discussionmentioning

confidence: 99%

Of models and myths: Asian(Americans) in STEM and the neoliberal racial project

Chen

Buell

2017

Race Ethnicity and Education

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“…Whiteness possesses "certain superior characteristics that on closer inspection turned out to be as gendered as they were racial" (Torres & Pace, 2005, p.130). Moreover, Hatt (2016) declares that any discussion on whiteness conjures up in our mind an over-whelming framed image of a white, wealthy man (p.1141). This is due to the fact that we have been cultural, historically and politically embedded with these images and symbols of whiteness that represent patriarchy and masculinity (Hatt, 2016(Hatt, , p.1141.…”

Section: Whiteness and Gendermentioning

confidence: 99%

“…Moreover, Hatt (2016) declares that any discussion on whiteness conjures up in our mind an over-whelming framed image of a white, wealthy man (p.1141). This is due to the fact that we have been cultural, historically and politically embedded with these images and symbols of whiteness that represent patriarchy and masculinity (Hatt, 2016(Hatt, , p.1141. So much that these ideologies have reinforced attitudes that position (white) women are subordinate to white men (Torres & Pace, 2005, p.131).…”

Section: Whiteness and Gendermentioning

confidence: 99%

Disrupting Whiteness Within Academia: Examining the Experiences and Understanding of Whiteness Among White Students Attending Ryerson University

Gawron¹

2021

Preprint

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This narrative qualitative research study explored the experiences and understanding of whiteness from three full-time white students at Ryerson University (RU). The theoretical framework draws from Critical Whiteness Studies (CWS) and Critical Whiteness Pedagogy (CWP). Based on existing literature on whiteness, this study utilized semi-structured telephone interviews with the three participants. The participants were randomly selected through recruitment posting and flyers on social media outlets such as Facebook. Data analysis included a thematic and structure of the narratives of the participants. The findings provided insight into how these white students at RU define whiteness and how they understand whiteness demonstrated in academia and, lastly, whether they have perpetrated or fought against whiteness within their academic institution. The results indicate that whiteness is not easily defined, and academia is incorporating diverse perspectives. This paper concludes with implications and discussion on future social work, followed by the conclusion. Key words: Academia, Critical Whiteness Studies, Critical Whiteness Pedagogy, colonialization, gender, whiteness, white students,

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“…The intersections of race, gender, language, class, ethnicity, and ability serve as the foundations on which the markers of intelligence are constructed (Cervantes-Soon, 2016). The overreliance on grades, standardized tests scores, and the correlations between meritocracy and "success" erases the institutionalized barriers that marginalize students of color (Hatt, 2016). These practices have come to define intelligence and who is understood to be "smart" (Hatt, 2007).…”

Section: Invalidating Latina Ways Of Knowingmentioning

confidence: 99%

The Schooling of Young Empowered Latinas/Mexicanas Navigating Unequal Spaces

Rodríguez

Cervantes‐Soon

2020

Handbook on Promoting Social Justice in Education

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In recent years, important advancement has been documented in the literature about the educational attainment among female Latinas. However, Latina girls and young women continue to face significant challenges throughout their education journeys that are not always evident in statistical analyses. This chapter aims to map out a range of sources of oppression at the intersections of transnational constructions of gender, race, class, language, and citizenship that continue

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Racializing smartness

Cited by 25 publications

References 31 publications

Of models and myths: Asian(Americans) in STEM and the neoliberal racial project

Of models and myths: Asian(Americans) in STEM and the neoliberal racial project

Disrupting Whiteness Within Academia: Examining the Experiences and Understanding of Whiteness Among White Students Attending Ryerson University

The Schooling of Young Empowered Latinas/Mexicanas Navigating Unequal Spaces

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