Navigating Academia Away From Home

2020 ◽  
pp. 80-102
Author(s):  
Adaobi Vivian Duru ◽  
Ngozi Akinro
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
The United States ◽  
Smooth Transition ◽  
Race Theory ◽  
Universities And Colleges ◽  
Communication Differences ◽  
Depth Interviews ◽  
Purposive Sample ◽  
The U.S

This study examined different adjustment challenges experienced by African-born faculty members in higher education in the United States. Using the critical race theory as a framework and in-depth interviews of a purposive sample of nine African-born academics selected from across the U.S., the authors explored the factors that militate against the smooth transition of these diaspora faculties in higher education in the country and offer insights into a better understanding of their needs and experiences. The findings show that African-born academics in U.S. higher education face challenges in communication, differences in academic systems, and culture, especially in the power distance between students and instructors. The authors offer recommendations for aspiring diaspora and African-born faculties and the policymakers in U.S. universities and colleges that hire these professionals.

scholarly journals “Nice White Meetings”

2020 ◽  
Vol 6 ◽  
pp. 1-15
Author(s):  
Lalitha Nataraj ◽  
Holly Hampton ◽  
Talitha R. Matlin ◽  
Yvonne Nalani Meulemans
Keyword(s):  
Higher Education ◽  
United States ◽  
Critical Race Theory ◽  
Group Work ◽  
The United States ◽  
People Of Color ◽  
Neutral System ◽  
Race Theory ◽  
The Social ◽  
Academic Librarianship

Although the issues of diversity and representation are often discussed within academic librarianship in Canada and the United States, the field has made little headway in being inclusive of the Black, Indigenous, and People of Color (BIPOC) who work within it. If academic libraries are to become truly authentic and inclusive spaces  where BIPOC are central not only to shaping the values of a library but also to determining how those values are accomplished, we must examine the traditional ways in which libraries function. One of these traditions is a reliance on bureaucracy and its associated practices such as structured group work and meetings, which are presumed to be inherently neutral and rational ways of working. Critical examinations of bureaucracy within higher education reveal how its overadoption is absurdly at odds with the social justice–oriented missions of most libraries. Furthermore, not all who are involved in libraries are equally harmed through this overreliance on bureaucracy; this article employs Critical Race Theory to uncover the insidious and specific deleterious impacts bureaucracies can have on BIPOC library workers. The antithesis of a neutral system, bureaucracy instead functions to force assimilation into a system entrenched in whiteness. 

“I’m Not going to the f***ing White House”: Twitter Users React to Donald Trump and Megan Rapinoe

2020 ◽  
pp. 216747952095077
Author(s):  
Evan L. Frederick ◽  
Ann Pegoraro ◽  
Samuel Schmidt
Keyword(s):  
United States ◽  
Critical Race Theory ◽  
Black People ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Donald Trump ◽  
White House ◽  
Twitter Users ◽  
Inductive Analysis

When asked if she would go to the White House if invited, Megan Rapinoe stated, “I’m not going to the fucking White House.” The next morning, President Donald Trump posted a series of tweets in which he criticized Rapinoe’s statements. In his tweets, Trump introduced issues around race in the United States and brought forth his own notion of nationalism. The purpose of this study was to conduct an analysis of users’ tweets to determine how individuals employed Twitter to craft a narrative and discuss the ongoing Rapinoe and Trump feud within and outside the bounds of Critical Race Theory (CRT) and nationalism. An inductive analysis of 16,137 users’ tweets revealed three primary themes: a) Refuse, Refute, & Redirect Racist Rhetoric b) Stand Up vs. Know your Rights, and c) #ShutUpAndBeALeader. Based on the findings of this study, it appears that the dialogue regarding racism in the United States is quickly evolving. Instead of reciting the same refrain (i.e., racism no longer exists and systematic racism is constructed by Black people) seen in previous works, individuals in the current dataset refuted those talking points and clearly labeled the President as a racist. Additionally, though discussions of nationalism were evident in this dataset, the Stand Up vs. Know Your Rights theme was on the periphery in comparison to discussions of race. Perhaps, this indicates that some have grown tired of Trump utilizing nationalism as a means to stoke racism.

Liberate our Library: doing decolonisation work at Goldsmiths Library

2020 ◽  
Vol 45 (4) ◽  
pp. 148-154
Author(s):  
Marilyn Clarke
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Study Skills ◽  
Racial Inequality ◽  
Ngugi Wa Thiong'o ◽  
The Self ◽  
Hierarchical Systems ◽  
Special Issue ◽  
Race Theory ◽  
The Mind

Library work now has a role to play when it comes to decolonisation. This article outlines what Goldsmiths Library, University of London is doing, through the Liberate our Library initiative, to diversify and decolonise its collections and practices against the backdrop of worldwide movements for education and social justice led by both students and academics to challenge the dominance of the ‘Westernised university’.2Examples of how we are doing this work are explained using critical librarianship as our guide, whilst recognising that we are still developing expertise in this evolving field of practice. This decolonisation work also uses critical race theory (CRT) as a means to dismantle racial inequality and its impact on higher education.Here, I would like to acknowledge the excellent and inspirational content of ALJ, Critical Librarianship: Special Issue (v.44, no.2) and I see this article as an ongoing companion piece.Goldsmiths Library's liberation work endeavours to empower its users with critical thinking and study skills whilst conducting their research using hierarchical systems and resources which in themselves are in the process of being decolonised.Decolonising a library collection and a profession must of course always begin or at least happen in tandem with the self, through a process that Kenyan author Ngũgĩ wa Thiong'o describes as ‘decolonising the mind.’3

scholarly journals Color Crit: Critical Race Theory and the History and Future of Colorism in the United States

2018 ◽  
Vol 50 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Robert L. Reece
Keyword(s):  
United States ◽  
Critical Race Theory ◽  
Racial Inequality ◽  
Census Data ◽  
Black Americans ◽  
The United States ◽  
Skin Tone ◽  
Critical Race ◽  
Race Theory ◽  
American Society

Critical race theory teaches that racism and racial inequality are constants in American society that stand outside of the prejudices of individuals. It argues that structures and institutions are primarily responsible for the maintenance of racial inequality. However, critical race theorists have neglected to formally examine and theorize colorism, a primary offshoot of racial domination. Although studies of colorism have become increasingly common, they lack a unifying theoretical framework, opting to lean on ideas about prejudice and preference to explain the advantages lighter skinned, Black Americans are afforded relative to darker skinned Black Americans. In this study, I deploy a critical race framework to push back against preference as the only, or primary, mechanism facilitating skin tone stratification. Instead, I use historical Census data and regression analysis to explore the historical role of color-based marriage selection on concentrating economic advantage among lighter skinned Black Americans. I then discuss the policy and legal implications of developing a structural view of colorism and skin tone stratification in the United States and the broader implications for how we conceptualize race in this country.

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

scholarly journals What’s Your Street Race? The Urgency of Critical Race Theory and Intersectionality as Lenses for Revising the U.S. Office of Management and Budget Guidelines, Census and Administrative Data in Latinx Communities and Beyond

Genealogy ◽  
2021 ◽  
Vol 5 (3) ◽  
pp. 75
Author(s):  
Nancy López ◽  
Howard Hogan
Keyword(s):  
Critical Race Theory ◽  
Administrative Data ◽  
Skin Color ◽  
Racial Justice ◽  
Critical Race ◽  
Race Theory ◽  
Disciplinary Boundaries ◽  
The Difference ◽  
Structural Inequities ◽  
The U.S

What’s your street race? If you were walking down the street what race do you think strangers would automatically assume you are based on what you look like? What is the universe of data and conceptual gaps that complicate or prevent rigorous data collection and analysis for advancing racial justice? Using Latinx communities in the U.S. as an example, we argue that scholars, researchers, practitioners and communities across traditional academic, sectoral and disciplinary boundaries can advance liberation by engaging the ontologies, epistemologies and conceptual guideposts of critical race theory and intersectionality in knowledge production for equity-use. This means not flattening the difference between race (master social status and relational positionality in a racially stratified society based on the social meanings ascribed to a conglomeration of one’s physical characteristics, including skin color, facial features and hair texture) and origin (ethnicity, cultural background, nationality or ancestry). We discuss the urgency of revising the U.S. Office of Management and Budget (OMB) standards, as well as the Census and other administrative data to include separate questions on self-identified race (mark all that apply) and street race (mark only one). We imagine street race as a rigorous “gold standard” for identifying and rectifying racialized structural inequities.

scholarly journals Studying and Challenging Racism in Higher Education: Naming Bad Faith to Understand the “Logic” of Racism

2021 ◽  
Vol 11 (10) ◽  
pp. 602
Author(s):  
Antar A. Tichavakunda
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Black People ◽  
Hate Crimes ◽  
Critical Race ◽  
Bad Faith ◽  
Race Theory ◽  
High Profile ◽  
Disconfirming Evidence

In this conceptual essay, the author argues that bad faith is a valuable concept in understanding and challenging racism in higher education. The philosopher Lewis Gordon argues that racism is a manifestation of bad faith. For the actor who sees Black people as less than human, for example, no evidence will allow the actor to see otherwise. Bad faith is the disavowal of any disconfirming evidence which allows actors to maintain their worldviews. The author draws from high profile examples of racism in higher education as conceptual cases to make his argument. Specifically, the author demonstrates how attacks upon Critical Race Theory in education, the currency of critiques of microaggressions research, and the perennial difficulty to name racist violence on campus as hate crimes operate upon a logic of racism through bad faith.

In the End, There Is No Such Thing as Unconscious Racism: CRT/Asian American Crit Counterstories by Undergraduate Students During the Pandemic

2021 ◽  
pp. 153270862110540
Author(s):  
Jeremy Hau Lam ◽  
Katrina Le ◽  
Laurence Parker
Keyword(s):  
Critical Race Theory ◽  
Undergraduate Students ◽  
Asian American ◽  
White Supremacy ◽  
The United States ◽  
Critical Race ◽  
Asian American Women ◽  
Race Theory ◽  
Spring Semester ◽  
Honors College

This article emerged from undergraduate students in an Honors College class on critical race theory at the University of Utah during the spring semester 2020 during the pandemic. The counterstories evolve around critical race theory/Asian American Crit and the historical and current violence against the Asian American community in the United States. Given the recent anti-Asian American backlash which has emerged through the COVID-19 crisis, to the March 2021 murders of the Asian American women and others in Atlanta, we present these counterstories with the imperative of their importance for critical social justice to combat White supremacy.

The Every Student Succeeds Act and Multicultural Education: A Critical Race Theory Analysis

2018 ◽  
Vol 120 (13) ◽  
pp. 1-18
Author(s):  
Floyd D. Beachum
Keyword(s):  
No Child Left Behind ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Students Of Color ◽  
Urban Areas ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Policy Makers ◽  
Every Student Succeeds Act

The Every Student Succeeds Act (ESSA) is now the educational law of the land. It replaced and revised what was known as No Child Left Behind (NCLB). ESSA represents a movement from more federal oversight to more state and local control. Although this transitional time period is one of great potential and excitement, educators and policy makers might also want to remain cautious. This next educational era of ESSA is still plagued by the problems of the past era. Teachers and administrators are still struggling to turn around low-performing schools in many U.S. urban areas; many urban educational issues, like high-dropout rates, gang influence, and low student engagement, are still inextricably linked to the socioeconomic problems that exist in local communities. This analysis first seeks to explain the purpose of ESSA. It then outlines the current plight of many students of color in the United States. Next, critical race theory is used to contextualize and categorize persistent problems that face the implementation of ESSA for these students of color. Finally, the author proposes ways to address the stated problems for school leaders and policy makers.

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