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In Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education, the editors bring together scholarship that employs an intersectionality approach to conditions that affect public school children, teachers, and teacher educators. Chapter authors use intersectionality to examine group identities not only for their differences and experiences of oppression, but also for differences within groups that contribute to conflicts among groups. This collection moves beyond single-dimension conceptions that undermines legal thinking, disciplinary knowledge, and social justice. Intersectionality in this collection helps complicate static notions of race, ethnicity, class, and gender in education. Hence, this book stands as an addition to research on educational equity in relation to institutional systems of power and privilege.
Race, Ethnicity and Gender in Education: Cross-cultural, which is the sixth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses of race, ethnicity and gender in education. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of globalisation and comparative education. Above all, the book offers the latest findings to the critical issues concerning major discourses on race, ethnicity and gender in the global culture. It is a sourcebook of ideas for researchers, practitioners and policymakers in education, globalisation, social justice, equity and access in schooling around the world. It offers a timely overview of current issues affecting research in comparative education of race, ethnicity and gender. It provides directions in education and policy research relevant to progressive pedagogy, social change and transformational educational reforms in the twen- first century. The book critically examines the overall interplay between the state, ideology and current discourses of race, ethnicity and gender in the global culture. It draws upon recent studies in the areas of globalisation, equity, social justice and the role of the State (Zajda et al. , 2006, 2008). It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globa- sation, race, ethnicity and gender.
Multicultural aspects of psychology have received some attention in the literature in the last decade. A number of texts currently address these significant concerns, for example, Counseling the Culturally Different (Sue & Sue, 2008); Handbook of Multicultural Counseling ( Poterotto et l., 2009); and Handbook of Multicultural Counseling Competencies (Pope-Davis & Coleman, 2005). In their most recent editions, several of these books address more nuanced complexities of diversity, for example, the intersections of gender or social class with race-ethnicity. Meanwhile, other texts have addressed gender issues in psychology (Handbook of Counseling Women, Counseling Men), with some attention paid to racial-ethnic and other diversity concerns. Clearly the progression of scholarship in this field reflects the importance of incorporating multiple aspects of diversity within psychology. However, no book currently exists that fully addresses the complexities of race-ethnicity and gender together. Better understanding of the dual impact of race-ethnicity and gender on psychological functioning may lead to more effective conceptualizations of a number of mental health issues, such as domestic violence, addictions, health-related behaviors and achievement. Exploring the impact of race-ethnicity and gender also may provide a broader understanding of self-in-community, as this affects individuals, families and other social groups and work and career development. Topics of interest may include identity development, worldviews and belief systems, parenting styles, interventions for promoting resilience and persistence and strategies for enhancing more accurate diagnostic and treatment modalities. Today’s world is comprised of multiple and intersecting communities that remain in need of psychological models and interventions that support and promote both individual and collective mental health. We believe that utilizing unidimensional conceptual models (e.g. focusing solely on race-ethnicity or gender) no longer adequately addresses psychological concerns that are dynamic, complex and multi-faceted. The proposed Handbook will focus on timely topics which historically have been under-addressed for a number of diverse populations.
This book examines dominant discourses affecting race, ethnicity and gender in education and societies globally. It presents cutting-edge research on the major global trends in globalization, race, ethnicity and gender education globally. Using diverse paradigms, ranging from critical theory to discourse analysis, the book examines major trends in race, ethnicity and gender research, with a focus on the ambivalent and problematic relationship between race, ethnicity and gender discourses, ideology and the state. It discusses and critiques key issues in race, ethnicity and gender research. Readers will gain a more holistic understanding of the nexus between race, ethnicity and gender discourses and dominant ideologies, both locally and globally. It also provides an easily accessible, practical, yet scholarly insights into local and global trends in the field of race, ethnicity and gender education. With contributions from key scholars worldwide, this book will be useful to a broad spectrum of readers, including policy-makers, academics, graduate students, education policy researchers, administrators and practitioners.
This timely collection focuses on domestic and international education research on race and ethnicity. As co-conveners of the British Education Research Associations (BERA) Special Education Group on Race and Ethnicity (2010-2013), Race and Lander are advocates for the promotion of race and ethnicity within education. With its unique structure and organisation of empirical material, this volume collates contributions from global specialists and fresh new voices to bring cutting-edge research and findings to a multi-disciplinary marker which includes education, sociology and political studies. The aim of this book is to promote and advocate a range of contemporary issues related to race, ethnicity and inclusion in relation to pedagogy, teaching and learning.
The book Beyond Marginality: Understanding the Intersection of Race, Ethnicity, Gender and Difference in Educational Leadership Research promotes new theoretical and conceptual frameworks for the study of race and ethnicity in educational leadership. In this volume, new generations of scholars of color are moving beyond research that has not been necessarily focused or generated by diverse groups. The authors are purposeful in transcending systemic inequities and injustices in the stratified representation of practitioners and researchers by bringing in a new movement with innovative and impactful theoretical and conceptual frameworks in educational leadership.
There is global evidence that "e;ghosts"e; of notions of essentialist differences between human "e;groups"e; continue to haunt in various forms. People draw upon ideas of religion, race, ethnicity, gender and sexuality, and nation to draw distinctions. Racism, xenophobia, sexism, and right-wing populism are ongoing and increasing phenomena. In addition, genetic science has introduced new forms of "e;proof"e; which lends itself to misuse, to confirm "e;common sense perceptions"e;. The valuable contributions of the authors in this publication not only warn against such notions, but offer ways of exploring, exposing and challenging the ghosts and the fears engendered through their contemporary forms.
Students, beginning and seasoned mental health professionals will be better prepared for diversity practice by this accessible, timely, provocative, and critical work, The Convergence of Race, Ethnicity and Gender: Multiple Identities in Counseling, Fifth Edition. Author Tracy Robinson-Wood demonstrates, through both the time honored tradition of storytelling and clinically-focused case studies, the process of patient and therapist transformation. This insightful, practical resource offers behavioral health professionals a nuanced view of diversity beyond race, culture, and ethnicity to include and interrogate intersectionality among race, culture, gender, sexuality, age, class, nationality, religion, and disability. With a keen focus on quality patient care, this important text aims to help professionals better serve patients across sources of diversity. Readers will recognize their roles and responsibilities as social justice agents of change, while identifying the ways in which dominant cultural beliefs and values furnish and perpetuate clients’ feelings of stuckness and inadequacy, in both the therapeutic alliance and within the larger society. This remarkable text reveres the lifelong commitment of using knowledge and skills as power for good to make a meaningful difference in people′s lives.
Affirmative Action and the University is the only full-length study to examine the impact of affirmative action on all higher education hiring practices. Drawing onødata provided by the Equal Employment Opportunity Commission and the U.S. Department of Education?s National Center for Education Statistics, the authors summarize, track, and evaluate changes in the gender and ethnic makeup of academic and nonacademic employees at private and public colleges and universities from the late 1970s through the mid-1990s. Separate chapters assess changes in employment opportunities for white women, blacks, Asians, Hispanics, and Native Americans. The authors look at the extent to which a two-tier employment system exists. In such a system minorities and women are more likely to make their greatest gains in non-elite positions rather than in faculty and administrative positions. The authors also examine differences in hiring practices between public and private colleges and universities.
This report presents a comprehensive look at girls' educational achievement during the past 35 years, paying special attention to the relationship between girls' and boys' progress. Analyses of results from national standardized tests, such as the National Assessment of Educational Progress (NAEP) and the SAT and ACT college entrance examinations, as well as other measures of educational achievement, provide an overall picture of trends in gender equity from elementary school to college and beyond. Differences among girls and among boys by race/ ethnicity and family income level are evaluated. Together these analyses support three overarching facts about gender equity in schools today: (1) Girls' successes don't come at boys' expense; (2) girls' and boys' educational performance has improved; and (3) understanding disparities by race/ethnicity and family income level is critical to understanding girls' and boys' achievement. The report finds that many girls as well as boys are not acquiring the educational skills needed to succeed in the 21st-century economy. The report dispels the myth of a boys' crisis and calls for a refocused public debate on the deep divisions among schoolchildren by race/ethnicity and family income level. This report illustrates that while educational trends for both girls and boys are generally positive, disparities by race/ethnicity and family income level exist and are critical to understanding the landscape of education in America today. Two appendixes include: (1) NAEP Supplementary Figures; and (2) SAT and ACT Supplementary Figures. (Contains 59 figures and 25 footnotes.) [Funding for this publication was provided by Lilo and Gerard Leeds and the Mooneen Lecce Giving Circle. For the Executive Summary, see ED501320.].