Suspended While Black in Majority White Schools: Implications for Math Efficacy and Equity

2021 ◽  
pp. 1-24
Author(s):  
Odis Johnson ◽  
Jason Jabbari
Keyword(s):  
White Schools

West of Jim Crow

2020 ◽  
Author(s):  
Lynn M. Hudson
Keyword(s):  
Black Women ◽  
African Americans ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Jim Crow ◽  
The United States ◽  
The State ◽  
Freedom Fighters ◽  
White Schools ◽  
Black Bodies

This book follows California’s history of segregation from statehood to the beginning of the long civil rights movement, arguing that the state innovated methods to control and contain African Americans and other people of color. While celebrated in popular discourse for its forward-thinking culture, politics, and science, California also pioneered new ways to keep citizenship white. Schools, streetcars, restaurants, theaters, parks, beaches, and pools were places of contestation where the presence of black bodies elicited forceful responses from segregationists. Black Californians employed innovative measures to dismantle segregation in the nineteenth and twentieth centuries; they borrowed some tactics from race rebels in the South, others they improvised. West of Jim Crow uses California to highlight the significance of African American resistance to racial restrictions in places often deemed marginal to mainstream civil rights histories. Examining segregation in the state sheds light on the primacy of gender and sexuality in the minds of segregationists and the significance of black women, black bodies, and racial science, in the years preceding the modern civil rights struggle. California has much to teach us about the lives of African Americans who crossed the color line and the variety of tactics and strategies employed by freedom fighters across the United States.

Just Miles Away but Worlds Apart: Examining Jewish Participation in Integration Programs at Black Mountain College and Highlander Folk School, 1933–1964

AJS Review ◽  
2017 ◽  
Vol 41 (1) ◽  
pp. 203-233
Author(s):  
Wendy F. Soltz
Keyword(s):  
North Carolina ◽  
Civil Rights ◽  
Black Students ◽  
Liberal Arts ◽  
Colleges And Universities ◽  
Historically White ◽  
Black Mountain College ◽  
White Schools ◽  
Highlander Folk School ◽  
Black Mountain

Small liberal arts and folk schools attempted desegregation decades before other southern colleges and universities. Historians have long argued that Jews were active and influential in the fight for civil rights in the South in the 1950s and 1960s, but were Jews involved in these early attempts to enroll black students in historically white schools? If they were, were they successful and how did their Jewishness affect the efficacy of their attempts? In order to answer these questions, this article compares and contrasts two such schools, Black Mountain College in North Carolina and Highlander Folk School in Tennessee, which established “integration programs” in the 1940s. This research reveals that when Jews saturated a school, and were visibly involved in desegregation, their attempts to desegregate the institution were ultimately unsuccessful. When Jews supported a school through donations behind the scenes and occasional visits, however, the institution successfully desegregated.

LIVING WITHIN THE VEIL:

2018 ◽  
Vol 15 (02) ◽  
pp. 489-515
Author(s):  
Chasity Bailey-Fakhoury ◽  
Donald Mitchell
Keyword(s):  
Predominantly White ◽  
Direct Action ◽  
School Personnel ◽  
Racial Microaggressions ◽  
Black Mothers ◽  
Predominantly White Schools ◽  
White Schools ◽  
Battle Fatigue ◽  
The Veil ◽  
Using Data

AbstractUsing data from a mixed methods study with suburban Detroit, middle-class mothers as participants, we explore the relationship between racial microaggressions and the racial battle fatigue experienced by Black mothers with young daughters attending predominantly White schools. We find that Black mothers are regularly subjected to racial microaggressions by the White teachers, administrators, and parents with whom they interact. When experiencing slights, insults, and indignities, mothers report taking direct action—borne from African American motherwork—to combat the racial microaggressions. In the context of predominantly White schools, Black mothers enact aesthetic presence, maintain a visible presence, and are strategic in their interactions with school personnel. Racial battle fatigue is evident as they experience and combat racial microaggressions. To extend understanding of racial microaggressions, we apply the sociological concept of the Du Boisian Veil to our analysis. We discuss how the Veil—a barrier which protects the Black psyche by grounding the racialized self while simultaneously precluding racial equality by sustaining racial oppression—can induce the racial battle fatigue that is manifested when one is deluged by racial microaggressions.

"There's Something About HER"

2019 ◽  
Vol 12 (3) ◽  
pp. 18-32
Author(s):  
Kandice A. Sumner
Keyword(s):  
Predominantly White ◽  
Lived Experience ◽  
Feminist Theory ◽  
Black Girls ◽  
Black Girl ◽  
Doctoral Research ◽  
White Settler ◽  
Predominantly White Schools ◽  
White Schools ◽  
Educational Journeys

In this article I examine my lived experience as a Black girl in a white settler state using an autoethnographic approach within the framework of critical race and feminist theory to unpack the deleteriousness of existing as a Black female in a white educational settler state. Drawing on my doctoral research, I conclude that greater attention, in terms of theory and praxis as well as compassion, needs to be applied to the educational journeys of Black girls in white settler states, particularly in predominantly white schools.

scholarly journals Racial Discrimination Stress, School Belonging, and School Racial Composition on Academic Attitudes and Beliefs among Black Youth

2020 ◽  
Vol 9 (11) ◽  
pp. 191
Author(s):  
Kamryn S. Morris ◽  
Eleanor K. Seaton ◽  
Masumi Iida ◽  
Sarah Lindstrom Johnson
Keyword(s):  
Academic Success ◽  
Protective Factors ◽  
Racial Discrimination ◽  
Black Youth ◽  
Risk And Protective Factors ◽  
School Belonging ◽  
Attitudes And Beliefs ◽  
Academic Efficacy ◽  
Academic Attitudes ◽  
White Schools

It is important to consider racialized experiences and proximal indicators of academic success for Black youth when understanding the achievement gap. Acknowledging that racial discrimination is detrimental for the academic success of Black youth, this study extended previous research by examining the influence of racial discrimination stress. Using hierarchical regression analysis and a moderated moderation model, this study examined racial discrimination stress and school belonging as predictors of academic attitudes and beliefs among 344 Black youth (M age = 15.6). Additionally, we examined the interactive effects of school belonging as a buffer for racial discrimination stress, with particular focus on majority White schools. Analyses revealed that school belonging was linked with academic competence, academic efficacy, and academic skepticism. Furthermore, school belonging buffered the impact of racial discrimination stress on academic efficacy among Black youth in majority White schools. These findings highlight the co-occurrence of risk and protective factors among Black youth and demonstrate the additive influence of school racial composition on academic attitudes and beliefs. The practical and theoretical implications of these findings demonstrate the crucial role of school context in understanding risk and protective factors for the academic attitudes and beliefs of Black youth.

Open Enrolment and Student Sorting in Public Schools: Evidence from Los Angeles County

10.1068/a4128 ◽  
2009 ◽  
Vol 41 (5) ◽  
pp. 1109-1128 ◽  
Author(s):  
Valerie Ledwith
Keyword(s):  
Public Schools ◽  
Los Angeles ◽  
White Students ◽  
Los Angeles County ◽  
Latino Students ◽  
Student Mobility ◽  
Cultural Exchange ◽  
White Schools ◽  
Student Sorting ◽  
The Relationship

I examine the relationship between student mobility associated with open enrolment and student sorting in public schools in Los Angeles County and find that open enrolment provides Latino students who attend outside their neighbourhoods access to higher quality, more integrated, schools than those who remain enroled in their neighbourhood schools. However, attendance at majority-white schools continues to be highly segregated. Therefore, while open enrolment may provide some minority students with the opportunity to avoid attending a majority-minority school, it does not undo the mechanisms through which white students remain socially and spatially segregated from their minority counterparts. The lack of meaningful interracial and cross-cultural exchange during the school-age years is a worrying trend that could lead to increased polarization and social exclusion in Los Angeles and other multiethnic cities and communities.

Linking the Process and Outcomes of Parent Involvement Policy to the Parent Involvement Gap

2016 ◽  
Vol 55 (5) ◽  
pp. 699-729 ◽  
Author(s):  
Melissa J. Marschall ◽  
Paru R. Shah
Keyword(s):  
Parent Involvement ◽  
School Policies ◽  
Predominantly Black ◽  
Title 1 ◽  
Factors Associated ◽  
Teacher Attributes ◽  
Home Based ◽  
White Schools ◽  
And Training ◽  
Black And Latino

This study compares what schools are doing to engage parents and analyzes the efficacy of these initiatives across predominantly Black, Latino, and White schools. Using the National Center for Education Statistics’s (NCES) Schools and Staffing Surveys (SASS, 1999-2004), we specify a model that accounts both for factors associated with school policies and practices to engage parents in school- and home-based activities and the extent to which these policies affect parent involvement. Findings indicate that predominantly Black and Latino schools achieve significant gains in parent involvement as the number of policies in place to support and encourage participation increases, but that not all programs achieve the same results within or across racial contexts. Furthermore, we find leadership by minority principals, teacher attributes, responsibilities and training, as well as greater shares of Title 1 funding are positively and significantly related to school- and home-based policies across all three racial contexts.

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