Thesis (Ph.D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 6, 2009) Includes bibliographical references.

Thesis (Ph.D.)--University of Wyoming, 2009. / Title from PDF title page (viewed on Apr. 8, 2010). Includes bibliographical references (p. 221-249).

Thesis (Ph. D.)--UCLA, 2008. / Vita. Description based on print version record. Includes bibliographical references (leaves 146-156).

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / The objective of this research was to analyze the professional trajectory of black teachers and doctors, who work in public universities in CearÃ. Objectively, has been sought to understand if institutional racism and gender interfere in their professional trajectories, and what challenges were found to legitimize themselves in academic and scientific space. The methodology adopted is a qualitative research through semi-structured interviews with black female teachers who work in federal and state public institutions located in the interior and capital of the state of CearÃ. The interviews were fulfilled into 3 parts: identity profile (general information of interviewed), socioeconomic data and life history. Parallel to the interviews, the Curriculum Lattes of each teacher was analyzed in order to identify the academic course carried out by the teachers. From the narratives of nine black female teachers located at the State University of CearÃ, Federal University of CearÃ, Cariri Regional University and University of International Integration of Afro-Brazilian Lusophony, we present her trajectories, achievements and challenges. In this research, in spite of showing the advances and the achievements made by black teachers in higher education institutions, what represents the constant effective work through the construction of new methodological and epistemological proposals, it also presents and denounces the multiple facet of racism, prejudice and racial discrimination, through the career trajectories in the institutional sphere or in interpersonal relationships. These findings call attention to the urgency of constructing new concrete attitudes in the institutional sphere, in this way, some actions could be more prominent to confront racism and segregationism practices and the power relations imbued in academic culture. In spite of everything, we could reaffirm that the presence of black teachers in this white academy, rework the scientific canons, and it is also a space of affirmation and recognition. Once they are there (in the universities), they carry out a work where the individual is collective, within a perspective of schooling and antiracist education. / O objetivo desta pesquisa foi analisar a trajetÃria profissional de docentes negras e doutoras, que atuam em universidades pÃblicas do CearÃ. Objetivamente, buscou-se compreender se racismo institucional e gÃnero interferem em suas trajetÃrias profissionais, e quais os desafios encontrados para se legitimarem no espaÃo acadÃmico e cientÃfico. A metodologia adotada parte de uma pesquisa qualitativa mediante a realizaÃÃo de entrevistas semiestruturadas junto Ãs professoras que se autodeclararam negras e que atuam nas instituiÃÃes pÃblicas federais e estaduais, localizadas no interior e na capital do estado do CearÃ. As entrevistas foram divididas em 3 partes: perfil identitÃrio (informaÃÃes gerais da entrevistada), dados sÃcios econÃmicos e histÃria de vida. Paralelo as entrevistas, realizou-se anÃlise do CurrÃculo Lattes de cada professora de modo a identificar o percurso acadÃmico realizado pelas mesmas. A partir de narrativas de nove professoras negras situadas na Universidade Estadual do CearÃ, Universidade Federal do CearÃ, Universidade Regional do Cariri e Universidade da IntegraÃÃo Internacional da Lusofonia Afro brasileira, apresentamos aqui suas trajetÃrias, conquistas e desafios. Nesta pesquisa, apesar de mostrar os avanÃos e as conquistas realizadas pelas professoras negras nas instituiÃÃes de ensino superior, no que se refere ao constante trabalho efetivo mediante a construÃÃo de novas propostas metodolÃgicas e epistemolÃgicas, tambÃm apresenta e denuncia as mÃltiplas facetas nas quais o racismo, preconceito e a discriminaÃÃo racial transversalizam as trajetÃrias profissionais, quer seja no Ãmbito institucional, quer seja nas relaÃÃes interpessoais. Tais achados, nos chamam a atenÃÃo para a urgÃncia de construÃÃo de novas atitudes concretas em Ãmbito institucional, no enfrentamento das prÃticas racistas, segregacionistas e das prÃprias relaÃÃes de poder impregnadas na cultura acadÃmica. Apesar de tudo, podemos reafirmar que a presenÃa de docentes negras nesta academia branca, reelaboram os cÃnones cientÃficos, e à tambÃm um espaÃo de afirmaÃÃo e reconhecimento. Uma vez que là estÃo (nas universidades), realizam um trabalho onde o individual à o coletivo, dentro de uma perspectiva de escolarizaÃÃo e educaÃÃo antirracista.

The concept of “race” has been the organising feature of South African society for more than three centuries. More recent social changes in the United States of America, Europe, Australia, and South Africa have lead to more subtle expressions of racism. The present study aimed to explore and describe subtle racism amongst undergraduate psychology learners at a tertiary institution in Nelson Mandela Metropolitan Municipality in 2004. The Subtle Racism Scale was used to measure anti-Black sentiment among a sample of 286 undergraduate psychology learners, obtained through non–probability, convenience sampling. Multiple regression analysis revealed the independent variables of race, age, and the race-age interaction were significantly associated with subtle racism of the participants. Research results demonstrated that participants’ level of estimated subtle racism varied according to the age and race of the participants, supporting the notion that racism in South Africa did not influence different age and race groups in a uniform manner.

This thesis examined the manifestations of the various forms of racism in a South African institution of higher learning, the Nelson Mandela Metropolitan University (NMMU). The study further attempted to confront racism from the perspective of finding ways in which human relations of a diversified higher education population could be improved. As the issue at hand in this study relates to racism, critical race theory (CRT) was explored in an attempt to understand different perceptions and ways of dealing with racial inequality. CRT recognizes the complexities of racism and the construction of race as a way of justifying political, economic and social inequality (Stovall, 2006:247). This understanding played a role in making sense of perceived racial discrimination which is also connected to gender, age and social class. CRT conceptual tools, such as stories and counter stories featured strongly in the data collection process. Understanding the relationships of power, race and racism, as advocated by CRT, was vital in the process of analyzing data, reporting on the findings, and the proposed recommendations. The empirical data and literature provided insight in the design of a ‘Wheel of Humanity’ which serves as a succinct portrayal of ideas that can work in nurturing acceptable, to better, human relations. The study revealed that Meta-stereotypes influenced the perceptions of racist attitudes, behaviours and practices. As much as overt forms of racism were reported as minimal, subtle and implicit forms still exist, and are aggravated by the ‘culture of power’ that is taken for granted. The success of initiatives designed for the purposes of going beyond race, and adopting a humane approach in instilling the principles of ubuntu, depends on changing attitudes and preconceived ideas.

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.

Although research speaks to the relationships between stereotype threat and academic performance, and race-based psychosocial variables and academic performance, little research thus far has investigated these variables simultaneously. To address this gap in the literature, the current study examined the impact of a negative stereotype induction on persuasive writing performance and post-task self-perceptions of academic performance in a sample of Black, White, and Hispanic undergraduate students. Unique to the current study is an additional investigation which reviewed the role racial/ethnic centrality plays in the relationship between stereotype threat and writing performance. A researcher generated measure of persuasive writing was administered to assess writing skills, and was scored based on a holistic quality scale with reported efficacy in the literature. Racial/ethnic centrality was assessed via the Multidimensional Inventory of Black Identity, whereas post-task perceptions of academic ability were garnered via a survey used in prior stereotype threat research. Participants were randomly assigned to either a stereotype induced or stereotype not induced condition, and completed study measures either in person, or online. Findings were not indicative of statistically significant differences in persuasive writing scores across experimental conditions; however, race/ethnic and gender differences were noted. Furthermore, Black participants in the stereotype induced condition were found to report more negative self-perceptions of writing ability. Racial/ethnic differences in racial/ethnic centrality were found, with Black and Hispanic participants self-reporting higher racial/ethnic centrality when compared to their White peers. Lastly, a statistically significant interaction effect for racial/ethnic identity by racial/ethnic centrality by stereotype condition was found for persuasive writing performance.

This dissertation focuses on the role of tradition and ritual in historically Black education, particularly combating the legacy of antiblackness in school discipline. The study argues for the use of prophetic disruptive rituals that are grounded in meaning, hope, and love. Using Morehouse College as a philosophical case study, the project draws on digital archival research to answer the central question: How can education empower students to resist the nihilism and despair resulting from continued racial oppression and instead look to the future with hope and imagination? The dissertation acknowledges the significant role of student agency and campus traditions in institutional life and aims to move beyond the deficit-laden approach to historically Black education. Ultimately, the study provides a framework for creating ensouling experiences that breathe life into dry bones.

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 76-77).