1. The Unbearable Whiteness of Being: White Male Racial Immunity in Higher Education

2019 ◽  
pp. 1-18
Keyword(s):  
Higher Education ◽  
White Male

Whose pedagogy is it anyway? Decolonizing the syllabus through a critical embrace of difference

2020 ◽  
pp. 016344372098092
Author(s):  
Sulafa Zidani
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
White Male ◽  
The United States ◽  
Participatory Culture ◽  
Education Student ◽  
Student Body ◽  
Media Communication ◽  
Body Of Knowledge ◽  
Communication Culture

The higher-education student body in the United States is increasingly diverse. Diversity and transnationalism are present in the classroom through the increased numbers of students and instructors who are international and/or non-White-identifying. However, syllabi in media, communication, and cultural studies remain centered around an orthodox body of literature that has come to be conceived of as the canon, consisting of scholars who are mostly white, male, and U.S.-American or European. This essay brings communication, culture, and media studies theories into conversation with critical pedagogy to suggest changes in the organization of syllabi and class activities. Namely, I use participatory culture, critical and decolonial pedagogical theories, and Black and transnational feminist pedagogy, to suggest a critical embrace of different as an approach for designing syllabi that center the students rather than the Western-rooted tradition. This paper is part of the critical body of knowledge that pushes for a decolonizing and transnationalizing intervention in higher education.

Uses for a Dead White Male: Shakespeare, Feminism, and Diversity

1995 ◽  
Vol 11 (41) ◽  
pp. 55-61
Author(s):  
Kim F. Hall
Keyword(s):  
Higher Education ◽  
American Association ◽  
White Male ◽  
Cultural Pluralism ◽  
Washington Dc ◽  
Race And Gender ◽  
Feminist Teaching ◽  
Teaching Shakespeare ◽  
And Gender ◽  
Education Conference

This article and the two following were prepared as complementary contributions to a panel of the American Association for Higher Education conference on ‘Theatre and Cultural Pluralism’, held in Atlanta, Georgia, in August 1992. In the first, Kim F. Hall, from the Department of English at Georgetown University, Washington, DC, describes her experiences as an African American feminist teaching Shakespeare – often against the expectations of students who expect either an affirmation of his supposed universality, a simplistic condemnation of his politically incorrect positions on race and gender – or his appropriation, on behalf of those wishing to stake their own claim to the ‘culture of power’ he is taken to represent. Instead, Kim F. Hall proposes that feminism offers ‘one way of helping students look at Shakespeare ‘multiculturally’, since gender is one area of inquiry that both crosses cultures and forces one to think about the differences between cultures’.

Black Men in Higher Education Discuss the Impact of Police Brutality, Protest, and the Coronavirus Pandemic on Black Boys and Men

2021 ◽  
pp. 54-72
Author(s):  
Sean T. Coleman ◽  
Julius L. Davis ◽  
Clyde Doughty, Jr.
Keyword(s):  
Higher Education ◽  
Black Men ◽  
Black Community ◽  
White Male ◽  
Police Brutality ◽  
Male Population ◽  
History Of ◽  
Critical Components ◽  
State Of Affairs ◽  
The Impact

Police brutality has a long history of causing havoc in the Black community. The impact of police brutality on Black men has been intensified during the coronavirus pandemic when the world witnessed George Floyd's murder on video by a white male police officer. This state of affairs caused international outrage and protest that has highlighted how Black men have been disproportionately impacted by police brutality and placed at risk for contracting COVID-19. As university professors and administrators, the authors are constantly concerned about how police brutality impacts Black men under their tutelage on a college campus. The authors argue what must be addressed is the never-ending racial pandemic continues to plague the Black community, especially men. Higher education environments are critical components of the Black community, especially in producing an educated Black male population. This chapter offers solutions to support Black males against the racial pandemic.

scholarly journals An Exploration of Progression Rates of Widening Participation Students on to an Integrated Master of Engineering

2017 ◽  
Vol 6 (4) ◽  
pp. 69 ◽  
Author(s):  
Tania Humphries-Smith ◽  
Clive Hunt
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Alternative Pathway ◽  
White Male ◽  
Education Institution ◽  
Further Education ◽  
Educational Institutions ◽  
Widening Participation ◽  
Flexible Learning ◽  
Education College

This paper reports on an investigation into the potential to widen participation to Higher Education provided by a flexible learning MEng Engineering. The MEng is part of an integrated programme that provides progression routes from a traditional day release Apprenticeship, through HNC, FdEng at a Further Education College to a flexible learning BEng/MEng at a Higher Education Institution. The programme was originally developed to answer a demand from local industry to upskill the engineering workforce, however, the nature of the provision means that it meets much of the best practice for widening participation. The investigation concludes that while the programme provides an opportunity for mature learners to undertake higher education, it largely provides an alternative pathway through vocational education to higher education qualifications for a white male middle class cohort. It also highlights that entry to apprenticeships that lead to progression opportunities is controlled not by educational institutions but by industry.

scholarly journals Three tears for the red, white, and blue : self-realization of racial identity as a higher education administrator

2017 ◽  
Author(s):  
◽  
Michael Kateman
Keyword(s):  
Higher Education ◽  
Racial Identity ◽  
Identity Development ◽  
Personal Narrative ◽  
White Male ◽  
Critical Whiteness Studies ◽  
University Of Missouri ◽  
Racial Injustice ◽  
Education Administrator ◽  
Higher Education Leaders

A better understanding of one's racial identity can help eliminate racial injustice in higher education. Critical whiteness studies posit that white identity must be revealed. Using scholarly personal narrative, this study explored how self-realization of racial identity led to a more authentic acknowledgment of racial injustice, support for its elimination, and empathetic understanding of the injustices experienced by marginalized people. The personal narrative is that of a White, male higher education administrator, constructed around three data units, including student and professional experiences at the University of Missouri System. This study was prompted by two compelling questions posed by a professor: How can you love your country and be patriotic when it allowed by law chattel slavery? Would you trade places with a Black man? This study explores how racial identity can provide insight and inform strategies for higher education leaders who are seeking to eliminate racial injustice. Based on Helms's (1993) White racial identity development model, the research design uses a growth continuum informed by Conquergood's (1985) moral map to critically examine how a personal journey within the Black-White racial context led to greater, empathetic understanding of the racial injustices experienced by Black friends, classmates, colleagues, and others.

Medical Schools, 1860–1900

1987 ◽  
Author(s):  
William G. Rothstein
Keyword(s):  
Higher Education ◽  
White Male ◽  
Medical Schools ◽  
Institutions Of Higher Education ◽  
Access To Education ◽  
Male Population ◽  
Professional Schools ◽  
Normal Schools ◽  
Theological Schools ◽  
And Mathematics

During the last half of the nineteenth century, medical schools grew significantly in number and enrollments, as did all institutions of higher education. Many medical schools added optional fall and spring sessions to compete with the private courses and provide additional training for their students. Faculty members were appointed in the clinical specialties, which led to the expansion of the curriculum to include courses in the specialties and the replacement of the repetitive course with a graded one. After the Civil War, enrollments in higher education grew significantly, especially in professional schools. The number of students enrolled in all institutions of higher education increased from 32,000 in 1860 to 256,000 in 1900. The 1860 enrollments, which consisted almost entirely of men, comprised 3.1 percent of the white male population between 18 and 21 years of age. The 1900 enrollments, which included many women in colleges and normal schools, comprised 5.0 percent of the white male and female population between 18 and 21 years of age. In 1860, 51 percent of the students were enrolled in colleges and universities, 44 percent in medical, law, and theological schools, and 6 percent in normal schools. In 1900, 41 percent were enrolled in colleges, 33 percent in professional schools, and 27 percent in normal schools. A higher standard of living and greater access to education led many students to enter college directly from secondary school, according to a study of 20,000 graduates of 11 well-established colleges. The study found that the median age at graduation, between 22 and 23 years, changed very little between the late eighteenth century and 1900, but that the range of ages became smaller over the period. This indicated that students had more preliminary education and were less likely to delay attending college. The admission standards of the colleges remained low. Most did not require a high school diploma. Entrance requirements included Latin and mathematics, plus Greek for admission to the classical course. Equivalents were widely accepted. Most students did not meet even these requirements.

scholarly journals “It’s a sea-change”: Understanding the role the racial and socio-political climate play on the role-shift of the American college presidency

2021 ◽  
Vol 29 ◽  
pp. 40
Author(s):  
Tenisha Tevis
Keyword(s):  
Higher Education ◽  
Organizational Leadership ◽  
White Male ◽  
Initial Study ◽  
Political Climate ◽  
College Presidency ◽  
Education Literature ◽  
Diversity In Higher Education ◽  
Role Shift

This inquiry is part of a larger study focused on whether white male presidents in higher education can respond to racism. In the initial study, the author concluded that while presidents were responsive, their responses were not void of privilege, and highlighted the need to further address white Fragility amongst this group. In an effort to advance our understanding of the American college presidency, particularly how the racial and socio-political climate has shaped their leadership, in the current study, the author analyzed data using the perspective offered by the presidents – higher education is in a sea-change, which was also a finding, as well as specific facets of Astin and Astin’ (2000) and Buller’s (2015) respective frames of change. The analysis yielded the importance of naming that higher education is in a sea-change, grappled with the reality of power within the presidency, and articulated the value of being willing over being ready to incite change. In light of these findings, these leaders recognized that not only is higher education due for a change, but so is the postsecondary presidency. Such an understanding expands both the organizational leadership and diversity in higher education literature, respectively. 

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