Understanding the Racialized Identities of Asian Students in Predominantly White Schools L AN HU E QUACH , J I - Y E ON O . J O , A ND LU I S URRIE TA , J R

2009 ◽  
pp. 128-147
Keyword(s):  
Predominantly White ◽  
Asian Students ◽  
Predominantly White Schools ◽  
White Schools

LIVING WITHIN THE VEIL:

2018 ◽  
Vol 15 (02) ◽  
pp. 489-515
Author(s):  
Chasity Bailey-Fakhoury ◽  
Donald Mitchell
Keyword(s):  
Predominantly White ◽  
Direct Action ◽  
School Personnel ◽  
Racial Microaggressions ◽  
Black Mothers ◽  
Predominantly White Schools ◽  
White Schools ◽  
Battle Fatigue ◽  
The Veil ◽  
Using Data

AbstractUsing data from a mixed methods study with suburban Detroit, middle-class mothers as participants, we explore the relationship between racial microaggressions and the racial battle fatigue experienced by Black mothers with young daughters attending predominantly White schools. We find that Black mothers are regularly subjected to racial microaggressions by the White teachers, administrators, and parents with whom they interact. When experiencing slights, insults, and indignities, mothers report taking direct action—borne from African American motherwork—to combat the racial microaggressions. In the context of predominantly White schools, Black mothers enact aesthetic presence, maintain a visible presence, and are strategic in their interactions with school personnel. Racial battle fatigue is evident as they experience and combat racial microaggressions. To extend understanding of racial microaggressions, we apply the sociological concept of the Du Boisian Veil to our analysis. We discuss how the Veil—a barrier which protects the Black psyche by grounding the racialized self while simultaneously precluding racial equality by sustaining racial oppression—can induce the racial battle fatigue that is manifested when one is deluged by racial microaggressions.

"There's Something About HER"

2019 ◽  
Vol 12 (3) ◽  
pp. 18-32
Author(s):  
Kandice A. Sumner
Keyword(s):  
Predominantly White ◽  
Lived Experience ◽  
Feminist Theory ◽  
Black Girls ◽  
Black Girl ◽  
Doctoral Research ◽  
White Settler ◽  
Predominantly White Schools ◽  
White Schools ◽  
Educational Journeys

In this article I examine my lived experience as a Black girl in a white settler state using an autoethnographic approach within the framework of critical race and feminist theory to unpack the deleteriousness of existing as a Black female in a white educational settler state. Drawing on my doctoral research, I conclude that greater attention, in terms of theory and praxis as well as compassion, needs to be applied to the educational journeys of Black girls in white settler states, particularly in predominantly white schools.

Who Receives Drug Education in Our Schools?: A Paradox

1993 ◽  
Vol 23 (2) ◽  
pp. 133-136
Author(s):  
Russell Eisenman
Keyword(s):  
Predominantly White ◽  
Central City ◽  
The United States ◽  
United States Department ◽  
Drug Education ◽  
Predominantly Black ◽  
Black Schools ◽  
Predominantly White Schools ◽  
White Schools ◽  
To Receive

Data from a national survey by the United States Department of Justice of 47,000 households reveals a paradox regarding who receives drug education in primary and secondary schools. Those who would seem to need it the most are least likely to receive it. Thus, blacks receive drug education classes less often than whites, students in central city classes less often than those in other regions, and students who report that drugs are available are also less likely to receive drug education classes than students who report that drugs are not available. The results are paradoxical, but consistent with a study by Denson, Voight, and Eisenman which found that predominantly black schools in Louisiana provided less AIDS education than predominantly white schools [1].

“Putting Blinders on”: Ethnic Minority Female PE Teachers’ Identity Struggles Negotiating Racialized Discourses

2019 ◽  
Vol 38 (4) ◽  
pp. 367-376 ◽  
Author(s):  
Mara Simon ◽  
Laura Azzarito
Keyword(s):  
Physical Education ◽  
Predominantly White ◽  
Ethnic Minority ◽  
Sense Of Self ◽  
Photo Elicitation ◽  
Physical Education Teachers ◽  
Visual Narrative ◽  
Predominantly White Schools ◽  
White Schools ◽  
Conversational Interviews

Background: Ethnic minority physical education teachers who work in predominantly White schools may face multiple forms of marginalization due to racialized discourses of White normativity. In addition, the intersection of whiteness and hegemonic masculinity embedded within physical education may result in an “othering” of teachers who are located outside the accepted norms of their schools.Purpose: The authors examined the embodied identities of ethnic minority female physical education teachers who work in predominantly White schools to identify how whiteness informs their sense of self.Methods: This study utilized narrative-based semistructured and conversational interviews and photo elicitation as the methods for visual narrative inquiry.Results: Participants not only enacted color-blind discourses to make their racialized identities invisible, but also experienced identity struggles in their effort to negotiate hypervisibility as minorities within their schools.Discussion: The identity struggle of racialized self-representations in White schools represents how multiple marginalizing factors prevent ethnic minorities from overtly expressing their authentic selves.

‘The kind of things we’ve heard keep people in the district’: White racial exclusion and the evolution of school choice policies in Portland Public Schools

Urban Studies ◽  
2019 ◽  
Vol 56 (15) ◽  
pp. 3292-3307 ◽  
Author(s):  
Leanne Serbulo
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Predominantly White ◽  
Historically Black ◽  
Decision Makers ◽  
Controlled Choice ◽  
Racial Exclusion ◽  
Predominantly White Schools ◽  
White Schools ◽  
Racial Balance

This policy history traces the evolution of Portland Public Schools’ school choice programme from the early 1970s until 2010 and examines its impacts on the historically black Albina neighbourhood. The purpose of this research is to identify the ideologies and assumptions that led to the establishment of the initial school choice programme and continued to influence decision makers as the programme evolved into a more neoliberal marketplace of schools. The district originally embraced controlled choice as a means to manage integration so it would not significantly tip the racial balance in predominantly white schools. By opting to make integration voluntary for students in predominantly white schools, the board legitimised white parents’ preferences for racially exclusionary school settings. In Portland Public Schools, white racial exclusion laid the foundation that shaped the technologies of the school choice programme as it developed into a more neoliberal iteration.

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