Race and Racism: How Does an Aspiring Social Justice Principal Support Black Student Leaders for Racial Equity Among a Resistant White Staff

2018 ◽  
Vol 22 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Van T. Lac ◽  
Gwendolyn S. Baxley
Keyword(s):  
Social Justice ◽  
Asian American ◽  
Black Student ◽  
Student Leaders ◽  
Teaching Staff ◽  
Racial Equity ◽  
Race And Racism ◽  
Youth Leaders ◽  
School Climate And Culture ◽  
Marginalized Groups

The leaders of the Black Student Union (BSU) at Liberty High School share their school climate and culture survey with Ms. Nguyen, their Asian American principal. Black youth leaders reveal a hostile and unwelcoming climate in the form of anti-blackness for Black students at a school staffed with primarily white teachers. BSU students request to share their findings with the entire school staff. The question remains how Ms. Nguyen, a principal who has the aspirations of a social justice leader and the desire to incorporate the voices of marginalized groups at her school, navigates a challenging context where white teaching staff exhibit resistance to creating social change at Liberty High.

It’s Not About You, It’s About Us

2017 ◽  
Vol 20 (1) ◽  
pp. 80-91 ◽  
Author(s):  
Lori D. Patton ◽  
Jodi L. Jordan
Keyword(s):  
Professional Development ◽  
Social Justice ◽  
Elementary School ◽  
Black Students ◽  
School Administrator ◽  
Teaching Staff ◽  
Deficit Thinking ◽  
Race And Racism ◽  
Urban Elementary School ◽  
School Teaching

This case centers on a Black woman school administrator and efforts to disrupt Whiteness among an urban elementary school teaching staff. The case details the resistance she encounters while encouraging teachers to confront “White fragility” and consider how their fragile perspectives on race and racism shape how they educate Black students. She attempts to incorporate relevant social justice issues, particularly associated with the “Black Lives Matter” campaign into professional development to challenge teachers’ deficit thinking. Finally, the case demonstrates oppressive leadership politics driving the (mis)education of racially minoritized students.

Count Me In!: Ethnic Data Disaggregation Advocacy, Racial Mattering, and Lessons for Racial Justice Coalitions

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 91-124
Author(s):  
OiYan A. Poon ◽  
Jude Paul Matias Dizon ◽  
Dian Squire
Keyword(s):  
Asian American ◽  
People Of Color ◽  
Racial Justice ◽  
Racial Equity ◽  
Equity In Education ◽  
Case Study Analysis ◽  
Data Disaggregation ◽  
Racial Solidarity ◽  
The University

This article presents a case study of the 2006-2007 Asian American and Pacific Islander (AAPI) student-led Count Me In! (CMI) campaign. This successful campaign convinced the University of California (UC) to account for 23 AAPI ethnic identities in its data system. Celebrated as a victory for AAPI interests in discourses over racial equity in education, which are often defined by a Black- white racial paradigm, CMI should also be remembered as originating out of efforts to demonstrate AAPI solidarity with Black students and to counter racial wedge politics. In the evolution of the CMI campaign, efforts for cross-racial solidarity soon faded as the desire for institutional validation of AAPI educational struggles was centered. Our case study analysis, guided by sociological frameworks of racism, revealed key limitations in the CMI campaign related to the intricate relations between people of color advocating for racial justice. We conclude with cautions for research and campaigns for ethnically disaggregated AAPI data, and encourage advocates and scholars to address AAPI concerns over educational disparities while simultaneously and intentionally building coalitions for racial equity in higher education.

Enhancing racial equity in LIS research by increasing representation of BIPOC

2021 ◽  
Vol 37 (2) ◽  
pp. 247-256
Author(s):  
Charles R. Senteio ◽  
Kaitlin E. Montague ◽  
Bettina Campbell ◽  
Terrance R. Campbell ◽  
Samantha Seigerman
Keyword(s):  
Social Justice ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Health Inequity ◽  
Lessons Learned ◽  
Social Injustice ◽  
Racial Equity ◽  
Community Based ◽  
Community Partners ◽  
Racial Injustice

The escalation of discourse on racial injustice prompts novel ideas to address the persistent lack of racial equity in LIS research. The underrepresentation of BIPOC perspectives contributes to the inequity. Applying the Community Based Participatory Research (CBPR) approach meaningfully engages BIPOC to help guide LIS investigations that identify evolving needs and concerns, such as how systematic racism may contribute to social justice issues like environmental and health inequity. Engaging with BIPOC, using the CBPR approach, can help address racial equity in LIS because it will result in increased racial representation which enables incorporation of the perspectives and priorities of BIPOC. This shift to greater engagement is imperative to respond to escalating attention to social injustice and ensure that these central issues are adequately reflected in LIS research. The discipline is positioned to help detail the drivers and implications of inequity and develop ways to address them. We underscore the importance of working across research disciplines by describing our CBPR experience engaging with BIPOC in LIS research. We highlight the perspectives of community partners who have over two decades of experience with community-based LIS research. We offer lessons learned to LIS researchers by describing the factors that make these initiatives successful and those which contribute to setbacks.

Advancing Research Within Asian American Psychology Using Asian Critical Race Theory and an Asian Americanist Perspective

2021 ◽  
pp. 002216782110627
Author(s):  
Hyung Chol Yoo ◽  
Abigail K. Gabriel ◽  
Sumie Okazaki
Keyword(s):  
Critical Race Theory ◽  
Asian Americans ◽  
Asian American ◽  
Current Theory ◽  
Future Research ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
American Psychology ◽  
History Of

Research within Asian American psychology continually grows to include a range of topics that expand on the heterogeneity, hybridity, and multiplicity of the Asian American psychological experience. Still, research focused on distinct racialization and psychological processes of Asians in America is limited. To advance scientific knowledge on the study of race and racism in the lives of Asian Americans, we draw on Asian critical race theory and an Asian Americanist perspective that emphasizes the unique history of oppression, resilience, and resistance among Asian Americans. First, we discuss the rationale and significance of applying Asian critical race theory to Asian American psychology. Second, we review the racialized history of Asians in America, including the dissemination of essentialist stereotypes (e.g., perpetual foreigner, model minority, and sexual deviants) and the political formation of an Asian American racial identity beginning in the late 1960s. We emphasize that this history is inextricably linked to how race and racism is understood and studied today in Asian American psychology. Finally, we discuss the implications of Asian critical race theory and an Asian Americanist perspective to research within Asian American psychology and conclude with suggestions for future research to advance current theory and methodology.

The Centrality of Critical Agency: How Asian American College Students Develop Commitments to Social Justice

2021 ◽  
Vol 123 (1) ◽  
pp. 1-38
Author(s):  
Samuel D. Museus
Keyword(s):  
College Students ◽  
Social Justice ◽  
Asian American ◽  
Critical Consciousness ◽  
Research Question ◽  
Environmental Threats ◽  
Asian American Students ◽  
Sources Of Knowledge ◽  
American Students ◽  
Asian American College Students

Context Systemic oppression is one of the most pressing problems in U.S. society. However, relatively little is known about the process by which college students become committed to social justice agendas. In addition, systematic empirical inquiries that examine how Asian American students, in particular, develop such commitments are difficult to find. Purpose/Research Question This inquiry was focused on understanding the process by which Asian American college students develop commitments to social justice. The following overarching research question guided the inquiry: How do Asian American college students cultivate a commitment to social justice? Research Design Using a qualitative approach grounded in a critical paradigm, individual interviews were conducted with Asian American college students involved in social justice activism and advocacy. Data Collection and Analysis A single, semistructured 60-minute face-to-face individual interview was conducted with each participant. The data were analyzed in three phases, using line-by-line, focused, and axial coding. Memos were also used throughout the data analysis process to capture thoughts, make comparisons, and clarify connections across data points. Findings The analysis shows how environmental threats that create a sense of urgency, sources of knowledge that foster collective critical consciousness, and models of critical agency contribute to students developing their own critical agency, which ultimately leads to social justice commitments. Conclusions/Recommendations The current study extends prior knowledge by demonstrating that critical agency is salient in Asian American students developing commitments to engage in social justice agendas. The findings also contribute to existing research by offering some evidence that ongoing opportunities to cultivate critical consciousness and connections to agents who model social justice interact and converge with key environmental threats to shape critical agency. The study also provides some initial evidence that Asian American parents can catalyze students’ critical agency and social justice commitments through serving as sources of knowledge that increase students’ awareness about social injustices and modeling how to contribute to a more just world, while college curricula across diverse disciplines and peer networks that center social injustices also help foster critical consciousness that leads to social justice commitments among some Asian American students.

Alternative Approaches to Regional Equity and Racial Justice

2018 ◽  
Author(s):  
Edward G. Goetz
Keyword(s):  
Social Justice ◽  
Community Development ◽  
The Other ◽  
Racial Justice ◽  
Common Goal ◽  
Racial Equity ◽  
Regional Equity ◽  
Alternative Approaches ◽  
The Common ◽  
The One

This chapter provides an overview of two different ways of working towards racial justice and regional equity. The two approaches are integration efforts on the one hand and community development efforts on the other. The tension between these two approaches is described as a conflict among groups that are generally allied on issues of social justice. It is argued that this debate is a tension within a race-conscious policy alliance, and represents a disagreement about how best to achieve the common goal of racial equity.

Researching Social Justice Aspects of Intellectual Property

2021 ◽  
pp. 671-684
Author(s):  
Lateef Mtima ◽  
Steven D. Jamar
Keyword(s):  
Social Justice ◽  
Intellectual Property ◽  
Justice Theory ◽  
Marginalized Groups ◽  
Social Justice Theory ◽  
Ip Law

This chapter provides a brief introduction to intellectual property (IP) social justice theory and guidance on how to research social justice issues in IP. Included are tips for finding social justice issues in IP law and administration; a toolkit for addressing such issues; and examples of the process in use. IP social justice examines IP law and administration to determine rules and processes that adversely affect equality with particular focus on access to IP; inclusion in the benefits that flow from IP creation, use, and exploitation; and empowerment of marginalized groups within society who are not fully benefiting from both IP they have generated and use of IP created by others. This chapter provides tips on spotting and addressing IP social justice issues both with respect to implementation and with respect to normative aspects.

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