White Fear, White Flight, the Rules of Racial Standing and Whiteness as Property: Why Two Critical Race Theory Constructs are Better Than One

2021 ◽  
Vol 35 (2) ◽  
pp. 259-273 ◽  
Author(s):  
Jamel K. Donnor
Keyword(s):  
Critical Race Theory ◽  
Grade Point Average ◽  
White Flight ◽  
White Female ◽  
African American Female ◽  
Property Value ◽  
Race Theory ◽  
Grade Point ◽  
Whiteness As Property ◽  
Better Than

Despite earning the highest grade point average (GPA) in her graduating class at the recently integrated Cleveland High School (CHS) in Cleveland, Mississippi, Ms. Jasmine Shepard, an African-American female, was named “co-valedictorian” with Ms. Heather Bouse, a White female, who had a lower GPA. Utilizing Derrick Bell’s rules of racial standing theory and Cheryl Harris’ analytical construct whiteness as property, this article examines Ms. Shepard’s lawsuit against the Cleveland School District. In addition to explaining how White flight was deployed as a policy distraction to justify the inequitable treatment of Ms. Jasmine Shepard, this article posits that the specter of Ms. Shepard becoming Cleveland High School’s first Black valedictorian triggered area Whites’ fear of losing the property value of their whiteness.

Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative

2019 ◽  
Vol 56 (3) ◽  
pp. 499-529
Author(s):  
Deena Khalil ◽  
Elizabeth Brown
Keyword(s):  
Critical Race Theory ◽  
Critical Analysis ◽  
Critical Race ◽  
Race Theory ◽  
Parent Survey ◽  
Student Demographics ◽  
School Demographics ◽  
Hidden Patterns ◽  
The Right ◽  
Whiteness As Property

Purpose: This article describes one charter school’s ‘diversity’ initiative—a relocation to a racially and socioeconomically diverse site—intended to reintegrate minoritized students displaced by gentrification. Research Design: We employ Critical Race Quantitative Intersectionality to frame the descriptive analyses of student enrollment, city census, and parent survey data that narrates the resulting student demographics after a school’s relocation. Our goal in utilizing an anti-racist framework rooted in Critical Race Theory is to a) quantify the racist material impact of “race-neutral” reform through intersectional data mining, b) disrupt the notion of letting “numbers speak for themselves” without critical analysis, and c) taking a transdisciplinary perspective to reveal the hidden patterns of whiteness under the guise of diversity. Findings: Our findings highlight the limits of a school’s agency to implement ‘diversity’ policies aimed at reintegrating minoritized students displaced from opportunity. While the relocation racially diversified the student population, the policy failed to reintegrate the district’s historically minoritized population. This exclusion both limited who had the right to use and enjoy the school and reinforced the school’s status and reputation, thus cementing its whiteness as property. Implications: We conceptualize diversity dissonance as a framework that challenges the unary ahistorical criteria that describe current school demographics, and calls for leaders and policymakers to problematize how the construct of diversity is interpreted when considering minoritized students’ access to programs and schools. Diversity dissonance situates diversity from solely an inclusive rhetoric to an exclusionary one, where limited access reinforces status—mimicking rather than juxtaposing whiteness.

scholarly journals Winning Models for Grade Point Average, Grit, and Layoff in the Fragile Families Challenge

2019 ◽  
Vol 5 ◽  
pp. 237802311882041 ◽  
Author(s):  
Daniel E. Rigobon ◽  
Eaman Jahani ◽  
Yoshihiko Suhara ◽  
Khaled AlGhoneim ◽  
Abdulaziz Alghunaim ◽  
...  
Keyword(s):  
Grade Point Average ◽  
Data Science ◽  
Mean Value ◽  
Training Data ◽  
Fragile Families ◽  
Grade Point ◽  
Out Of Sample ◽  
The Mean ◽  
Selection Operator ◽  
Better Than

In this article, the authors discuss and analyze their approach to the Fragile Families Challenge. The data consisted of more than 12,000 features (covariates) about the children and their parents, schools, and overall environments from birth to age 9. The authors’ modular and collaborative approach parallelized prediction tasks and relied primarily on existing data science techniques, including (1) data preprocessing: elimination of low variance features, imputation of missing data, and construction of composite features; (2) feature selection through univariate mutual information and extraction of nonzero least absolute shrinkage and selection operator coefficients; (3) three machine learning models: random forest, elastic net, and gradient-boosted trees; and finally (4) prediction aggregation according to performance. The top-performing submissions produced winning out-of-sample predictions for three outcomes: grade point average, grit, and layoff. However, predictions were at most 20 percent better than a baseline that predicted the mean value of the training data for each outcome.

Overkill: Black Lives and the Spectacle of the Atlanta Cheating Scandal

2017 ◽  
Vol 53 (2) ◽  
pp. 196-211 ◽  
Author(s):  
Camika Royal ◽  
Vanessa Dodo Seriki
Keyword(s):  
Critical Race Theory ◽  
School Reform ◽  
Black Educators ◽  
Critical Race ◽  
Race Theory ◽  
Black Performance ◽  
Racial Realism ◽  
Whiteness As Property

This article examines the 2015 Atlanta cheating scandal trials and sentencing. Using critical race theory, the authors argue that cheating is a natural outgrowth of market-based school reform and that racial realism will always lead to scrutiny of Black performance. The sentences of these Black educators is overkill, rooted in anti-Blackness, and can be best understood as a means of preserving Whiteness as property.

scholarly journals Wrestling the Elephant

2021 ◽  
Vol 21 (2/3) ◽  
pp. 545-565
Author(s):  
Carolyn Mak ◽  
Mandeep Kaur Mucina ◽  
Renée Nichole Ferguson
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
White Supremacy ◽  
White Supremacist ◽  
Race Theory ◽  
Institutional Policies ◽  
Classroom Dynamics ◽  
The Social ◽  
Work Education ◽  
Whiteness As Property

White supremacist ideology is the elephant in the social work classroom, negatively impacting educators’ abilities to facilitate discussion and learning. One of the most effective ways to dismantle and organize against white supremacy is to politicize the seemingly benign moments that occur in the classroom that can create discomfort for students and instructors. Politicization includes identifying and addressing both the racial (micro-) aggressions that occur in the classroom and the processes and institutional policies that create complacency and lull us to sleep. In this conceptual piece, we use a Critical Race Theory (CRT) framework to understand how white supremacy perpetuates itself in the classroom, with a particular focus on whiteness as property. As well, we explore what it means to decolonize the classroom. Using a vignette based on our teaching experiences, we use these two frameworks to analyze classroom dynamics and interactions, and discuss how implications for social work education include waking from the metaphorical sleep to recognize the pernicious effects of whiteness and white supremacy. Included are practical individual teaching, relational, and systemic suggestions to enact change.

Institutional Racist Melancholia: A Structural Understanding of Grief and Power in Schooling

2012 ◽  
Vol 82 (1) ◽  
pp. 52-77 ◽  
Author(s):  
Sabina Vaught
Keyword(s):  
Critical Race Theory ◽  
Ethnographic Study ◽  
Data Driven ◽  
Property A ◽  
Race Theory ◽  
Analytic Tool ◽  
Structural Framework ◽  
Affective Processes ◽  
Juvenile Prison ◽  
Whiteness As Property

In this article, Sabina Vaught undertakes the theoretical and analytical project of conceptually integrating Whiteness as property, a key structural framework of Critical Race Theory (CRT), and melancholia, a framework originally emerging from psychoanalysis. Specifically, Vaught engages Whiteness as property as an analytic tool to examine data from a larger ethnographic study of juvenile prison and schooling. She suggests that the psychoanalytic framework of melancholia enriches and complicates this analysis and proposes a theoretical move toward understanding structural affective processes in the scholarly effort to map schooling, race, and power. Throughout, Vaught illustrates the significance and utility of such an approach through multifaceted data-driven analyses.

Comparison of Successful and Unsuccessful Students at Pahlavi University

1975 ◽  
Vol 36 (1) ◽  
pp. 15-20 ◽  
Author(s):  
A. A. Hosseini
Keyword(s):  
High School ◽  
Grade Point Average ◽  
High School Graduates ◽  
Economic Status ◽  
Grade Point ◽  
Socio Economic Status ◽  
Successful Group ◽  
The University ◽  
Successful Students ◽  
Better Than

In September, 1972, a survey was undertaken of all students at Pahlavi University who had a grade point average of 3.00 or more as well as those who had a grade point average of less than 2.00. The survey of students' files in the Office of the Registrar, covered 3872 students, of whom 324 were in the first group (successful) and 730 were in the second group (unsuccessful). The third group was comprised of 355 students selected randomly from the rest of the 2818 average students whose grade point average was 2.00 to 2.99. Analysis showed the over-all mean of the high school point average of the successful group was significantly higher than that of the unsuccessful group. Girls in general scored higher than boys both in the high school and the university. The change of major fields of study was less frequent among the successful group than among the unsuccessful students. The “fresh” high school graduates were more successful students in the college. Students of middle socio-economic status performed better than those of high and low socio-economic status.

Meeting the Needs of Rural Students Through Distance Advising: The Role of Transfer Guides in Three Measures of Student Success

1997 ◽  
Vol 17 (1) ◽  
pp. 49-54 ◽  
Author(s):  
Erica Cantrell Dawson ◽  
Cindy Ann Dell
Keyword(s):  
Grade Point Average ◽  
Transfer Students ◽  
Rural Students ◽  
State University ◽  
Transfer Shock ◽  
Grade Point ◽  
Montana State University ◽  
Articulation Agreement ◽  
Better Than

Articulation guides for students transferring between Northwest Community College in Powell, Wyoming and Montana State University-Billings are described. The articulation agreement between the two institutions includes course information and supportive advising for transfer students. We hypothesized that use of the guides would help students weather transfer shock better than those transfer students from community colleges where no guides had been available. The groups' declines in grade-point average (GPA) after transfer, recovery of GPA, and persistence were compared. It was found that the severity of transfer shock and the extent of recovery of GPA were not significantly related to the use of the transfer guides, but ability to persist to graduation was positively related. The format of the transfer guides and corresponding advising activities are detailed. Implications for students and administrators are also discussed.

scholarly journals Measuring the Wages of Whiteness: A Project for Political Economists

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Maha Rafi Atal
Keyword(s):  
Political Economy ◽  
Critical Race Theory ◽  
International Political Economy ◽  
Critical Race ◽  
Race Theory ◽  
Material Force ◽  
Whiteness As Property ◽  
Global Research

This comment responds to the recently held Global Research in International Political Economy roundtable on race in IPE. In particular, it argues that scholars of political economy could draw fruitfully on the notion of “whiteness as property” from the critical race theory subfield of law in order to trace the workings of whiteness, and race more broadly, as a material force in the economy.

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

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