Viewing the Contamination of Student Achievement Through the Lens of Poverty

This chapter addresses the growing number in the underserved population of school-age children and their families who live in poverty and raises awareness as to how that factor directly contaminates student achievement. It is important to understand the federal definition of poverty and the attendant unique social environment. This chapter highlights an appreciation for the history of American race relations and its role in poverty-related behavior, as well as examines the inherent biases prevalent in American communities and schools that work to restrict opportunities for underprivileged families and children. It explores the impact of changing a culture of poverty through the lens of schools and role models, subsequently understanding multidisciplinary approaches for eliminating policies that alienate and exclude the poor. It includes best practices in pedagogy, services, and support for marginalized populations that will illuminate for the practitioner how the contamination of student achievement occurs and empowers them to assist those trapped by poverty.

Counseling With a Muslim-American Family

Islamophobia is the unfounded fear of Islam and resulting hostility that Muslims experience as a religious minority in the U.S. For a marginalized community in the U.S., this increases the risk for poor mental health outcomes and further compounds stigma around help-seeking behaviors. In this case study, a family unit presented for counseling with stress resulting from life cycle stressors. However, the intersectionality of their religious identity affected how the individuals experienced transitions as well as microaggressions. This case study includes a counselor's application of the Multicultural and Social Justice Counseling Competencies, treatment interventions, and extensions for further professional development.

Prison Education in the United States of America

The United States of America ranks third among the most populous countries in the world behind India and China. However, the US ranks first among countries with the most prison population. Recent statistics from the Office of Justice program in the US Department of Justice show that about 2.5 million people are locked up in prisons or the so-called correctional facilities across the United States. These facilities are made up of nearly 2000 state prisons scattered among the 50 states, 102 federal prisons, about 2300 and 3300 juvenile prisons and local jails respectively, including 79 Indian Country jails (Bureau of Justice Statistics, 2016; Wagner & Rabuy, 2015). This chapter looks at the state of prison education in the US through the prism of racism. However, the chapter does not claim to have a complete evaluation of the situation of learning and teaching in penitentiaries in the US.

Gender Mainstreaming in Development

Gender mainstreaming means the consistent use of a gender perspective at all stages of the development and implementation of policies, plans, programmes, and projects. Mainstreaming gender differs from previous efforts to integrate women's concerns into government activities in that, rather than ‘adding on' a women's component to existing policies, plans, programmes, and projects, a gender perspective informs these at all stages and in every aspect of the decision-making process. Gender mainstreaming starts by analyzing the everyday life situation of women and men. It makes their differing needs and problems visible and examines what this means for specific policy areas. In this way, it ensures policies and practices are not based on incorrect assumptions and stereotypes. It recognizes that gender is one of the most fundamental organizing features in society and affects our lives from the moment we are born.

Racialized Perceptions of School Violence Suspensions of African-American Students

The history and current practices of out-of-school suspensions significantly impact African-American students; research shows the practices to be overly used and target African-American students. This chapter explores the ways that school violence is responded to disproportionally and is entangled with racial mythology. That is, racial discrimination shows up in structural and interpersonal ways such as suspending and expelling students of Color for the same infractions for which White peers get to return to class such as kicking a trashcan, defiance, and truancies. The chapter closes with recommendations for educators and policymakers, focusing on ways to mitigate the impact of out-of-school suspension practices and racial discrimination in order to improve the future of learning, school discipline, and outcomes of African-American students.

Integrating Human Rights, Equity, and Social Justice in Health Policies in America and Nigeria

Persisting absence of human rights, widening inequality, and social justice in healthcare delivery systems within and between countries present significant challenges to the focus and practice of contemporary public health. This chapter compares how cases of human rights, equity, and social justice are integrated in America's and Nigeria's healthcare policies. Qualitative research and case study design were adopted. Data were collected from secondary sources, such as reviewed literature, textbooks, journal articles, government reports, and internet. Content and critical case studies analysis methods were utilized to analyze, explain, and compare America's and Nigeria's health policies. Findings reveal absence of human rights, equity, and social justice among sub-groups in healthcare service delivery in America and Nigeria. The chapter concludes by suggesting that human rights, equity, and social justice should be integrated into health policies of America and Nigeria in order to make access to healthcare service delivery a right for citizens.

Human Rights Abuses Against Internally Displaced Persons (IDPs) in Nigeria

This chapter investigates media reportage of human right abuses and sexual violence against internally displaced persons (IDPs) in Nigeria. Using the social responsibility theory, it analyses how the media frames, prominence, slant and whether the Nigeria media employed investigative reports in its reportage of human rights abuses against IDPs. The chapter through a quantitative content analysis of 157 editions of two purposely selected newspapers (the Vanguard NG and the Daily Trust), found that the media failed to contextualise the stories in relation to its causes, solutions and in identifying perpetrators for justice to be served, similarly, the media took sides with victims of the violations. It also failed to accord the required prominence and necessary investigative touch to such stories. It is recommended that there should be frequent trainings for journalists so as to safeguard professionalism in the industry.

Political Economy of Anti-Refugee in Turkey and Cyber-Racism

In this study, the economic fundamentals of cyber racist rhetoric against the Syrian refugees in Turkey has been examined through the #suriyelilerdefolsun hashtag on Twitter platforms via thematic analysis. According to the findings, state aid, the Syrian refugees as the cause of the economic crisis, and the reaction the “rich” Syrians themes come to forefront. The cause of economic problems in Turkey are linked to the presence of Syrian refugees. The main reasons for the reaction can be listed as: health, food, education and salary assistance of the state for refugees; aid by race characteristics, cheap labor, Syrian employer, tax evasion, unskilled labor, insufficient housing / rent increase, inflaition increase, distinction of needs, and luxury. As a result, it can be said that the young Syrian male population became the target of the reaction in cyber racist discourses.

Exploring Peace Perspectives Through the Lens of Gender Inequality

The purpose of this chapter is to explore the relationship between peace processes, gender equality, and communication by introducing feminist and intersectional approaches as tools to assess and deconstruct underlying power structures. The author argues for a human rights-based approach to gender equality and a deconstruction of essentialist understandings of “women,” calling for a perspective on peace that is responsive to the experiences of minorities and the marginalized. The chapter seeks to outline ways for individuals and groups to engage around the topics of power, oppression, and marginalization, and to create space for a more inclusive dialogue as the basis for a peace culture. Coeducation, the media, and a change in discussion culture are established as essential in creating a peace culture that allows all individuals to live empowered and fulfilling lives in a peaceful society void of structural violence, regardless of their gender, race, class, or sexual orientation.

Victimization, Cultural Imperatives, and Empowerment of People of Color in the United States

The high incidence of violent crimes in the United States of America, which include mass shootings, hate crimes, Islam bashing, murders, extortion, crimes against women and children, and white supremacist crimes, witnessed in last few years is a cause for great concern. The land of liberty is lately seeing increasing victimization of deprived or socially unempowered groups. This chapter looks at such victimization and the cultural supremacy that is giving rise to ethnic strife among people. It is argued that robust and well-evolved policies will reduce crime and empower marginalized groups, a majority of whom are women and children. The empowerment—social, cultural, economic, and political—and recognition of the challenge of victimization is the only solution. There is a need to recognize the egalitarian impulses for a better policy formulation devoid of prejudice to craft a secure future for the victims.