Analyzing the Role of Implicit Bias From a DisCrit Perspective

2022 ◽  
pp. 102-122
Author(s):  
Kathy-Anne Jordan ◽  
Susan Mariano Lapidus ◽  
Sudha Ramaswamy
Keyword(s):  
Critical Race Theory ◽  
Challenging Behavior ◽  
Implicit Bias ◽  
Social Emotional ◽  
Race Theory ◽  
Social Emotional Competence ◽  
Hierarchical Framework ◽  
Pyramid Model ◽  
Cultural Responsivity

Using a disability studies/critical race theory (Discrit) lens, the authors reviewed and analyzed specific literature within the pyramid model (PM) framework—a three-tier hierarchical framework for promoting social-emotional competence and reducing challenging behavior among young children—to understand the model's framing of implicit bias and the specific strategies noted in the literature that help teachers to recognize and counteract implicit bias and subsequently reduce disciplinary inequities among Black preschool children. Findings revealed that although the PM literature discussed, defined, and emphasized the importance of cultural responsivity, it did not engage critically with the construct of implicit bias (i.e., racism and ableism), specifically as it relates to the experiences of children most vulnerable to disciplinary sanction. This chapter ends with suggestions to help readers rethink the PM framework as a way to shift practice toward more equitable experiences for Black children in their earliest years of schooling.

Beyond Ferguson

2017 ◽  
Author(s):  
Priscilla Ocen
Keyword(s):  
Social Psychology ◽  
Criminal Justice ◽  
Critical Race Theory ◽  
Criminal Procedure ◽  
The Other ◽  
Actor Model ◽  
Race Theory ◽  
Institutional Dynamics ◽  
Local Residents

In this chapter, Priscilla Ocen responds to Mona Lynch’s essay by applying Lynch’s social psychology model to recent events in Ferguson, Missouri, and to the problem of discretionary racism more generally. The chapter asks how a social psychology of criminal procedure might illuminate the situated and influential role of race on all the actors that make up the criminal justice drama, including not only police and prosecutors, but also local residents. Ocen argues that the “situated actor” model should take a page from Critical Race Theory (CRT) and include the historical and “macro-institutional dynamics” of race, because “individuals and institutions [in the criminal system] operate in particular political and historical contexts that are deeply racialized.” Ocen also points out that the subjects of the criminal system are themselves situated actors, whose interpretations and operationalization of criminal rules and norms should also be accounted for in empirically rich ways. Ultimately, the chapter makes the case that Lynch’s model and CRT would each gain much from thoughtful engagement with the insights of the other.

scholarly journals Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls

2020 ◽  
pp. 089590482098446
Author(s):  
Jennifer M. Wilmot ◽  
Valentina Migliarini ◽  
Subini Ancy Annamma
Keyword(s):  
Critical Race Theory ◽  
Sexual Harassment ◽  
Education Policy ◽  
Double Helix ◽  
Black Girls ◽  
School Policy ◽  
Critical Race ◽  
Race Theory ◽  
Racialized Sexual Harassment

Black girls’ experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racialized sexual harassment at the hands of adults and peers, while largely failing to provide protection from or recourse for such harassment.

We Matter Too: Employing Counterstorytelling to Expose the Equity Paradoxes Arresting Mattering and Racial Healing Among Faculty of Color

2021 ◽  
pp. 194084472110495
Author(s):  
Marlon C. James ◽  
Ana C. Díaz Beltrán ◽  
John A. Williams ◽  
Jemimah Young ◽  
Mónica V. Neshyba ◽  
...  
Keyword(s):  
Critical Race Theory ◽  
Faculty Of Color ◽  
Academic Departments ◽  
Social Emotional ◽  
Race Theory ◽  
Faculty Relationships ◽  
The Social ◽  
The Individual ◽  
Racial Healing ◽  
Systemic Functioning

The present article problematizes faculty relationships within academic departments by applying critical race theory (counterstorytelling) to generate equity cases promoting racial healing. These equity cases illustrate the utility of an emergent typology, the equity paradox. More specifically, the equity paradox describes the web of reprisals endured by faculty of color who advocate for the authentic actualization of university-sponsored diversity goals. Each case is a fictional collage of counterstories created by the co-authors and informed by actual events personally experienced or directly witnessed. This approach allowed for ample complexity, authenticity, and utility because many faculty of color will relate to aspects of these case studies. Simultaneously, administrators and colleagues will gain insights into how racism impacts their colleagues of color. We integrate the racial healing and mattering construct throughout the equity cases to illustrate how racism impacts the individual, communal, and systemic functioning of academic departments. We conclude with implications for departmental transformation to redress the social, emotional, and professional harm of racism and reconstruct professional environments that foster healing and mattering among faculty of color.

Using QuantCrit to Advance an Anti-Racist Developmental Science: Applications to Mixture Modeling

2021 ◽  
pp. 074355842110282
Author(s):  
Sara Suzuki ◽  
Stacy L. Morris ◽  
Sara K. Johnson
Keyword(s):  
Critical Race Theory ◽  
Quantitative Research ◽  
Research Question ◽  
Statistical Technique ◽  
Mixture Modeling ◽  
Quantitative Methodology ◽  
Main Section ◽  
Race Theory ◽  
Quantitative Analyses

How researchers use statistical analyses shapes their research toward or away from an anti-racist agenda. In this article, we demonstrate how developmental scientists can use the QuantCrit framework to critically examine the process of conducting quantitative analyses. In particular, we focus on mixture modeling to clearly demonstrate how the integration of QuantCrit can be achieved within a statistical technique. We first summarize the tenets of QuantCrit and how it has turned the lens of critical race theory onto quantitative methodology. Second, we provide a summary of the key concepts of mixture modeling. The main section of the article is organized according to three “moments” that occur in quantitative research: (1) development of the research question(s) and identification of analysis variables; (2) decision-making about the role of race in planned analyses; and (3) interpretation of the results through a theoretical framework. We describe each moment, illustrate how researchers can use QuantCrit principles within it, and offer as examples empirical articles from adolescent research where these strategies have been implemented during mixture modeling. It is our hope that readers will identify moments in their own analyses in which these (and other) principles could be applied.

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