The Color of Coloniality: White Administrators’ Expectations of Black Males in School Discipline

Author(s):  
Daniel D. Liou ◽  
Adam Zang
2013 ◽  
Author(s):  
Jamilia J. Blake ◽  
Eric A. Booth ◽  
Dottie Carmichael ◽  
Allison Siebert ◽  
Tony Fabelo ◽  
...  

2020 ◽  
Vol 49 (2) ◽  
Author(s):  
Jessica Cardichon ◽  
Linda Darling-Hammond

This article takes a careful look at political and policy tools that presidential administrations have at their disposal for ameliorating educational inequalities. These tools, the authors suggest, include issuing federal guidance that informs and supports states and districts as they work to implement policies and practices that comply with federal law. However, as the authors point out, the extent to which administrations have chosen to leverage these opportunities to advance educational equity has varied over time.


2019 ◽  
Vol 8 (4) ◽  
pp. 100-105 ◽  
Author(s):  
Elizabeth F. Desnoyers-Colas

The road a predominantly white institution (PWI) takes to maximize diversity, inclusion, and equity can be fraught with challenges. One midsize institution learned through an assessment of its campus climate that its institutional practices and arrangements impeded diversity, inclusion, and equity despite white administrators' beliefs to the contrary. To help quell systemic racism habits, monthly campus-wide workshops focused on several key racial injustice habits and hurtful microaggressions generated from white privilege. A faux social justice allure to white allies who considered themselves advocates of nondominant people is one that should ultimately call into question the genuineness and true nature of their support. This semi-autoethnographic essay is a plaintive call to white colleagues in the academy to earnestly acknowledge white privilege and to use it to actively fight the destructive force of racial battle fatigue and institutional racism.


2019 ◽  
Author(s):  
Thalia González ◽  
Alexis Etow ◽  
Cesar De La Vega

2021 ◽  
pp. 1-17
Author(s):  
Spencer Salas ◽  
Chance W. Lewis ◽  
Bobbi Siefert
Keyword(s):  

Author(s):  
Leslie J. Pierce ◽  
Peter Rebeiro ◽  
Meredith Brantley ◽  
Errol L. Fields ◽  
Cathy A. Jenkins ◽  
...  

Abstract Introduction Guided by an intersectional approach, we assessed the association between social categories (individual and combined) on time to linkage to HIV care in Tennessee. Methods Tennessee residents diagnosed with HIV from 2012-2016 were included in the analysis (n=3750). Linkage was defined by the first CD4 or HIV RNA test date after HIV diagnosis. We used Cox proportional hazards models to assess the association of time to linkage with individual-level variables. We modeled interactions between race, age, gender, and HIV acquisition risk factor (RF), to understand how these variables jointly influence linkage to care. Results Age, race, and gender/RF weAima A. Ahonkhaire strong individual (p < 0.001 for each) and joint predictors of time to linkage to HIV care (p < 0.001 for interaction). Older individuals were more likely to link to care (aHR comparing 40 vs. 30 years, 1.20, 95%CI 1.11-1.29). Blacks were less likely to link to care than Whites (aHR= 0.73, 95% CI: 0.67-0.79). Men who have sex with men (MSM) (aHR = 1.18, 95%CI: 1.03-1.34) and heterosexually active females (females) (aHR = 1.32, 95%CI: 1.14-1.53) were more likely to link to care than heterosexually active males. The three-way interaction between age, race, and gender/RF showed that Black males overall and young, heterosexually active Black males in particular were least likely to establish care. Conclusions Racial disparities persist in establishing HIV care in Tennessee, but data highlighting the combined influence of age, race, gender, and sexual orientation suggest that heterosexually active Black males should be an important focus of targeted interventions for linkage to HIV care.


2016 ◽  
Vol 24 (3) ◽  
pp. 326-343 ◽  
Author(s):  
J. Luke Wood ◽  
John D. Harrison ◽  
T. Kenyatta Jones
Keyword(s):  

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