Racism and School Discipline

Diem, Sarah; Welton, Anjalé D.

doi:10.4324/9780429487224-7

Cited by 28 publications

(56 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The research on Black women school leaders provides a template for intersectional leaders, demonstrating not only Black women’s awareness of disparate opportunities for Black students (and other students of color), but a commitment to creating opportunities at any cost (Dillard, 1995; Loder, 2005). Intersectional leaders accomplish this by engaging in a critical review of the organization and its leadership, and invoking anti-racist policies and practices (Diem & Welton, 2020).…”

Section: Discussionmentioning

confidence: 99%

I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

Peters

Nash

2021

Journal of School Leadership

View full text Add to dashboard Cite

The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.

show abstract

Section: Discussionmentioning

confidence: 99%

I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

Peters

Nash

2021

Journal of School Leadership

View full text Add to dashboard Cite

show abstract

“…Simultaneously, organizational change can help shift individual mindsets and reinforce norms and agreements among individuals. These conceptualizations position racial justice within educational organizations as an outcome and a process—a useful lens to identify how educators in our sites may drive schoolwide change and how change in school-level policy can support individual change (Diem & Welton, 2020).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“It’s a Marathon, Not a Sprint”: The Implementation and Outcomes of a Yearlong Racial Justice Intervention

et al. 2022

View full text Add to dashboard Cite

Although scholarship documenting the effects of racism on educational outcomes is extensive, less empirical research has been done on interventions designed to mitigate racism and racial bias in schools. Based on case studies of two elementary schools, we have found that educators participating in a yearlong racial justice program demonstrated a deeper understanding of their own racial biases, developed a shared language to identify and name different forms of racism, and reported greater confidence to disrupt racist incidents in their schools. In one site, however, inconsistent leadership and resistance from a vocal White minority limited the program’s potential to change schoolwide practice. In the other site, educators reported changes in curricular materials and changes to disciplinary decisions, but widespread organizational change will likely take longer than a single school year. Drawing on these findings, we discuss implications for anti-racist interventions in other educational contexts as well as recommendations for studying their efficacy.

show abstract

“…Because racism occurs systemically, the work of antiracism, which is the act of eradicating racism, must also be done strategically, systemically, and systematically (Brooks & Watson, 2019). Moreover, antiracism is more than a stance; it is an embodied everyday practice (Diem & Welton, 2021). Antiracism is also not an isolated effort but a lifelong commitment for individuals and the organizations in which they operate (Diem & Welton, 2021).…”

Section: Racism and Antiracism: From Individual Activism To Social Mo...mentioning

confidence: 99%

“…Moreover, antiracism is more than a stance; it is an embodied everyday practice (Diem & Welton, 2021). Antiracism is also not an isolated effort but a lifelong commitment for individuals and the organizations in which they operate (Diem & Welton, 2021). However, antiracism cannot be fully actualized without addressing whiteness directly (Diem & Welton, 2021).…”

Section: Racism and Antiracism: From Individual Activism To Social Mo...mentioning

confidence: 99%

“…One set of dynamics for influencing antiracist activism in education has to do with the various levels and spaces where policies are developed, implemented, and assessed (Diem & Welton, 2021). When it comes to policy, activists work within and outside the system to influence change at the school, community, state, national, and international levels (Lee & Khan, 2019).…”

Section: A Theoretical Framework For Exploring Antiracism Activism In...mentioning

confidence: 99%

See 1 more Smart Citation

Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

2022

Self Cite

View full text Add to dashboard Cite

Although antiracism activism has contributed to substantive progress under certain circumstances and in certain contexts, little research attempts to theorize how antiracism activism is manifest across contexts. In this article, we explore individual and collective antiracist actions within and outside schools. We introduce a theoretical framework that identifies four domains of activism—policy, community, leadership, and teaching and learning—in which activists operate to make a positive difference in promoting racial equity and antiracism in education. The framework offers a systemic way of thinking about antiracist activism in education and the importance of recognizing that several aspects of antiracist activism usually conceived as distinct are interrelated within and across domains. Indeed, antiracist education activism must be understood holistically and systemically if we seek to dismantle the racism that is woven into every piece of the education system.

show abstract

Racism and School Discipline

Cited by 28 publications

References 0 publications

I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

“It’s a Marathon, Not a Sprint”: The Implementation and Outcomes of a Yearlong Racial Justice Intervention

Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

Contact Info

Product

Resources

About