Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 70-73).

Thesis (Ph. D.)--Texas State University-San Marcos, 2006. / Vita. Appendix: leaves 132-141. Includes bibliographical references (leaves 142-148).

M.Ed. / Prof. W.A. Janse Van Rensburg

M.B.A. / The aim of this research is to determine whether a glass ceiling does exist in education, and if so, possible reasons why women teachers fail to break through the so-called "glass ceiling". Objectives The objectives identified include the following: To determine historical perspectives on women and work To explore the incidence of glass ceilings To ascertain the value the Department of Education places on women teachers To determine by means of questionnaires whether there is a 'glass ceiling' in education To determine issues relating to the inability of so few women teachers to break through the glass ceiling

This study focuses on Canadian literature on anti-racist education and, in particular, the body of literature which acknowledges a sense of conflict between the theories, goals, and strategies of anti-racism and multiculturalism. The purpose of the study is to investigate the ways in which this body of literature addresses the Canadian context, particularly in reference to the prevalence of multiculturalism in Canada's official policies and popular ideology. The study reveals the existence of two different conceptions of the conflict between anti-racist and multicultural education: irreconcilable conflict and inevitable compromise. Each of these conceptions fails to provide practical guidance in terms of what those visions look like or how they can be resolved. Closer analysis reveals that this literature as a whole seems to rely on a standard critique of multiculturalism, failing to substantiate it with illustrations from the Canadian context. In fact, the literature fails to engage with Canadian multiculturalism with the kind of complexity it warrants, addressing it, instead, as if it is a monolithic and static entity that can be dismissed superficially. Addressing that complexity in the future can only strengthen Canadian anti-racist research. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The purpose of this study was to examine how spaces for difficult conversations, particularly about race, are created so teacher educators can begin to consider how to prepare teachers to facilitate these spaces and, ultimately, these conversations, in an effort to improve racial literacy amongst students, both K12 and secondary. This is an urgent need in the U.S., where the silence about race has broken through in ways that have been destructive. The significance of this study, therefore, lies in the exploration of how white teacher educators constructed spaces for new conversations about race, as this can directly impact the way they prepare teacher candidates to do the same in K12 classrooms. In studying the construction of a space where these conversations were possible, and where hegemonic norms and the hidden curriculum could be questioned and disrupted, I argue that we can rethink how educators take up the ideals of multicultural education as well as culturally relevant and sustaining pedagogies in classroom spaces. Though this study offers insight into just one group of white teacher educators as it coexists within the larger framework of school spaces in New York City and is nested within the institution of U.S. schooling and society writ large, the study’s results may contribute to understandings of what a “brave” space for tough conversations looks like for American school teachers and children and how it can be produced. Through both discourse and spatial analysis of data produced through audio- and video-taping of eight monthly meetings, individual interviews, and the generation and collection of artifacts, my key findings are grounded in the pervasiveness of white supremacy in education. With this understanding, white educators must work to understand that there is no “one right way” to begin disrupting white supremacy in the classroom. Therefore, white teacher educators need new communities to begin addressing the ways in which white teacher educators are able to engage in talking about race and ultimately work toward facilitating spaces where their teacher candidates can then do the same.

This dissertation examines inequality in school funding in North Carolina from 1964 to 1997. It highlights local, county and state decisions about the distribution of educational funds, and shows that public officials have created and maintained school funding mechanisms that exacerbated inequalities between racial groups to preserve White capital and advantage White communities. Discriminatory taxation schemes, district-line gerrymandering and voter suppression ensured White control of school boards and boards of county commissioners, which presided over school budgets, resulting in uneven revenue distribution. I analyze these mechanisms as instances of theft—theft of civil rights and financial resources—within a tradition of kleptocracy in the state.I first focus on four case studies, including two rural and two urban and suburban counties, where I examine the correlation between financial inequities and racial segregation through quantitative and qualitative analysis. I ask how historical actors have addressed educational inequalities over time, and how local governments, courts and legislatures responded to these intertwined challenges. This study investigates the discrepancy between the legacies of Jim Crow in school finance and racially neutral arguments in education reform and school finance litigation. All four case-study counties became involved in the 1994 Leandro v. State lawsuit, which challenged the state’s school funding formula. The urban-rural plaintiff coalition highlighted contradictions in arguments about the root causes of resource inequalities in public schools. The Leandro case did not address racial discrimination, and I question and historicize this silence.

In America, though it is traditional that the states assume the function of educating children, most of the funding and much of the control of the educational process has been carried on by local school districts. However, the inequities accompanying this situation have prompted Court decisions and then legislation which attempted to correct the social and economic disadvantages of such a system. The Supreme Court decision, Brown v. The Board of Education (1954), along with the Civil Rights legislation of the 1960's had an impact on education in local communities all over the United States.

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