Race, Class and Inequality in Education: Black Parents in White-Dominant Schools After Apartheid

2019 ◽  
pp. 283-299
Author(s):  
Tshepiso Matentjie
Keyword(s):  
Black Parents ◽  
Inequality In Education

scholarly journals Ethnicity, Exclusion, and Exams: Education Policy and Politics in Burundi from the Independent Republics to the Civil War (1966–1993)

2021 ◽  
pp. 000203972110235
Author(s):  
Emily Dunlop
Keyword(s):  
Education Policy ◽  
Political Institutions ◽  
Important Case ◽  
Potential Mechanism ◽  
Social Hierarchies ◽  
Ethnic Inequalities ◽  
Policy Goals ◽  
Inequality In Education ◽  
Perceptions Of Inequality ◽  
Ethnicity And Politics

Education policy can embed ethnic inequalities in a country. Education in Burundi, with its historically exclusive political institutions and education, represents an important case for understanding these interactions. In this article, I interview twelve Burundians about how they experienced and perceived ethnicity and politics in their schooling from 1966 to 1993. I argue that education contributed to tangible and perceived social hierarchies based on ethnic inequalities. I show that this exclusion reflected both overt and covert policy goals, through proxies used to identify ethnicity in schools and through the exclusive nature of national exams at the time, which promoted members of the Tutsi minority at the expense of the majority Hutus. This study has implications for understanding how perceptions of inequality in education manifest as grievances against the state. It sheds light on the importance of understanding covert education policy as a potential mechanism for generating exclusion and contributing to conflict.

scholarly journals Distinguishing Racism, Not Race, as a Risk Factor for Child Welfare Involvement: Reclaiming the Familial and Cultural Strengths in the Lived Experiences of Child Welfare-Affected Parents of Color

Genealogy ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 11
Author(s):  
Tricia N. Stephens
Keyword(s):  
Risk Factor ◽  
Child Welfare ◽  
Lived Experiences ◽  
Black Mothers ◽  
Black Parents ◽  
Family Separation ◽  
Constant State ◽  
Parents Of Color ◽  
Family Centered

Child welfare-affected parents of color (CW-PaoC) are often described using language that is deficit-focused, their families depicted as fragile and living in a near constant state of crisis and need. This commentary challenges the stereotypes created by hyper-attention to these parents’ struggles and situates them, and their families, within the broader context of the American appetite for family separation, wherein specific types of families are targeted for scrutiny, intervention and regulation. The concept of fragility within families is dissected to illustrate the ways in which racism and classism demarcate certain families for separation. Excerpts from two separate interviews conducted with Black mothers in 2014 and 2020 are used to illustrate how the appetite for family separation is currently fed. Familial and cultural strengths that counteract the prevailing deficit-focused narrative of CW-PaoC, particularly Black parents, are discussed. This commentary ends with a call for the dissolution of the CW system in its current regulatory form and the rebuilding of family-centered supports that center familial strengths.

“Planting the Seeds”: The Influence of the Council on Education Policy and Practice

2015 ◽  
Vol 117 (13) ◽  
pp. 189-202
Author(s):  
Melanie Bertrand ◽  
Arlene J. Ford
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Racial Inequality ◽  
School Administrators ◽  
Relative Power ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Public Officials ◽  
Policy And Practice ◽  
Inequality In Education

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1

Racial Regard and Physical Health Among Low-Income Black Caregivers of Children With and Without Asthma

2021 ◽  
pp. 009579842110596
Author(s):  
Rachel L. Holder ◽  
Marcia A. Winter ◽  
Jessica Greenlee ◽  
Akea Robinson ◽  
Katherine W. Dempster ◽  
...  
Keyword(s):  
African American ◽  
Physical Health ◽  
Low Income ◽  
Short Form ◽  
Black Parents ◽  
Public And Private ◽  
Black Caregivers ◽  
Children With Asthma ◽  
Private And Public ◽  
Public Regard

The purpose of this study was to examine the associations between child health, parent racial regard, and parent physical health in 87 African American and Black parents/caregivers of children with and without asthma from a low-income, under-resourced urban area. Participants completed the Private and Public Regard subscales of the Multidimensional Inventory of Black Identity (MIBI) and 12-item Short Form Health Survey (SF-12). Parents of children with asthma reported having poorer physical health, while those with higher public and private racial regard reported better physical health. The association between public regard and physical health was surpassed by an interaction of child asthma status and public regard: as public regard decreased, so did physical health, but only for parents raising a child with asthma. Findings suggest that the stresses associated with raising a child with chronic illness and perceiving lower public racial regard may together confer additional risk for poor physical health in African American and Black parents.

scholarly journals Parenting Satisfaction Among Homeless Caregivers

2018 ◽  
Vol 40 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Binta Alleyne-Green ◽  
Alex Kulick ◽  
Kendra P. DeLoach McCutcheon
Keyword(s):  
New York ◽  
Parenting Stress ◽  
Future Research ◽  
Homeless Families ◽  
Black Parents ◽  
Parenting Satisfaction ◽  
Stress Study ◽  
Urban Sample ◽  
The Impact ◽  
Homeless Parents

This study explored the impact of parenting satisfaction and shelter comfort on depression and parenting stress among an urban sample of homeless caregivers residing in New York City. This research provides a new understanding of the impact that parenting satisfaction and shelter comfort has on depression and stress on homeless parents ( n = 201). Linear regression results indicated that parenting satisfaction and shelter environment were the biggest influencers of homeless families experiencing more or less parenting stress. Black parents reported significantly lower rates of parenting stress than their non-Black counterparts. Results also indicated that, as parents become more satisfied with their parenting and feel more comfortable at the shelter, they experienced fewer depressive symptoms. We also found that when parents were satisfied with their parenting, they experienced less parenting stress. Study limitations and future research are also discussed.

scholarly journals Introduction: Inequality in Education – Innovation in Methods, with reflections by Dr Nicola Ingram and Professor Melanie Nind

2015 ◽  
Vol 2 (2) ◽  
pp. 224-233
Author(s):  
Carli Ria Rowell ◽  
Siobhan Dytham ◽  
Nicola Ingram ◽  
Melanie Nind ◽  
Carli Ria Rowell ◽  
...  
Keyword(s):  
Research Funding ◽  
Future Prospect ◽  
Inequality In Education ◽  
Education Innovation ◽  
The Uk ◽  
The University ◽  
The Impact

Against a backdrop of metamorphosis in the UK educational landscape and the increased focus on ‘innovation’ in research funding and postgraduate programmes, a conference entitled ‘Inequality in Education – Innovation in Methods’ (IEIM) was held at the University of Warwick in November 2014 to offer space to reflect on ‘inequality in education’ as a field of research and the impact, and future prospect for ‘innovation in method’ in this field. This article introduces this featured section, including reflections from Dr Nicola Ingram and Professor Melanie Nind, who both delivered keynote addresses at the conference.

scholarly journals Understanding Arab Students’ Behavioral Patterns in an Online Course: An Explanatory Study Based on Hofstede’s National Cultural Dimensions

2021 ◽  
Vol 13 (22) ◽  
pp. 12426
Author(s):  
Ahmed Tlili ◽  
Mouna Denden ◽  
Saida Affouneh ◽  
Soheil Hussein Salha ◽  
Zhenyu Cai ◽  
...  
Keyword(s):  
Online Learning ◽  
Sequential Analysis ◽  
Learning Experiences ◽  
Cultural Dimensions ◽  
Learning Performance ◽  
Online Course ◽  
Behavioral Patterns ◽  
Cultural Backgrounds ◽  
Arab Region ◽  
Inequality In Education

The provision of online learning experiences has been implemented by many universities worldwide to overcome several challenges, including inequality in education. However, this experience is still not a common approach in public universities in the Arab region. Furthermore, several research studies have pointed out that a country’s culture should be considered in order to enhance online learning, as students may behave differently based on their cultural backgrounds. Nevertheless, little is known about how a given culture may affect the learning behavioral patterns of students. Therefore, to better understand the cultural phenomenon and to enhance the adoption of online learning in the Arab region, this study aims to understand how an Arab culture may affect the online learning behaviors of students. Specifically, this study applies a lag sequential analysis (LSA) approach to understand the behavioral patterns of 116 students from Tunisia in a six-week online course. The study then further discusses the different learning behavior patterns based on the theoretical framework of Hofstede’s national cultural dimensions. The findings highlight that culture can affect how students engage in online learning discussions and how they maintain their learning performance online. The findings further indicate that online learning experiences may be beneficial for female students who experience social pressures in Arab cultures.

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