Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2005. / "A dissertation in counseling psychology." Advisor: Tamera Murdock. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 112-119). Online version of the print edition.

Not available / text

This study examined the effect of inequality framing (White advantage, Black disadvantage, or both Black disadvantaged and White advantage information simultaneously) on academic disengagement, persistence, and racial attitudes among European American college students (N = 97). The results showed that racial inequality information framed as a White advantage, Black disadvantage, or as both a White advantage and Black disadvantage did not significantly impact participants’ levels of academic disengagement, persistence, or racial attitudes. The results suggested that racial inequality can be discussed using various frameworks without influencing advantaged students negatively. Additionally, the results provided support for continuing the discussion of racial inequality topics to advantaged students. / Department of Psychological Science

Thesis (Ph.D.)--Virginia Commonwealth University, 2008. / Title from title-page of electronic thesis. Prepared for: Dept. of Psychology. Bibliography: leaves 144-159.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Lucia Gilbert. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 305-323).

Thesis (Ph.D.)--Virginia Commonwealth University, 2008. / Prepared for: Dept. of Psychology. Bibliography: leaves 144-159. Also available online via the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Racism, defined as the creation or maintenance of a racial hierarchy supported through institutional power, is a pervasive issue in the United States that affects educational institutions across the country in various ways, such as through unequal educational access, school funding, hiring practices, and school discipline. Rather than directly challenging and working toward combating injustices that emerge in institutions, most school leaders disregard race-based educational inequities by providing explanations for racist actions and patterns that occur. There is often a hesitancy to engage in discussions about race and racism in predominantly White spaces because it feels “uncomfortable” and can lead to conflict. This discomfort encourages colorblind ideology, resulting in a lack of dialogue that enables racial hierarchies to thrive. Thus, some members of society benefit from the system, while others are exploited. In this qualitative case study, I explore how students of color who attend an affluent, predominantly White, suburban, public middle school experience a course designed to discuss issues of race and racism. Although anti-bias education is commonly thought to be beneficial for schools located in urban areas, this dominant narrative disregards the needs of predominantly White suburban school communities that have traditionally ignored issues of race and racism, yet due to shifts in immigration patterns, are becoming more diverse. This study explores the challenges students of color face when discussing issues of race and racism in predominantly White, suburban school settings. The culture of silence that permeates educational institutions maintains racial hierarchies and disadvantages students of color who are often “subjected to institutionalized conditions that contradict their interests and their humanity.” Information gleaned from this study may be used to improve upon existing racial literacy courses in predominantly White spaces to ensure that all students feel safe and included in the curriculum.

Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2009. / Title from first page of PDF file (viewed July 2, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 67-76).