The racialized realities faced by Black students provide an impetus to examine the controversy over Canada's first Africentric Alternative School, approved on January 29, 2008 by the Toronto District School Board. Newspaper articles, editorials and letters to the editor, as well as speeches by delegations and trustees, provide a rich snapshot of the arguments put forth in the heated political debate. Through the lens of equity and critical race theory, the diverse and divergent stances taken by both proponents and opponents of the school are analysed and understood. A conceptual framework of hidden and public transcripts (Scott, 1990) is used to distinguish arguments that reflect on the lived experiences of Black students from those that reiterate the dominant discourses of liberal democratic societies. The findings emerge as three opposing sets of themes that reveal a transcript reflective of the ongoing salience of racism within ostensibly liberal claims to racial equality.

This thesis analyzes the Canadian Immigration and Refugee Board (IRB)’s treatment of culture in recent family sponsorship decisions. Drawing upon theories of cultural difference, identity construction, and Critical Race Theory, it examines IRB decision-makers’ assessments of cultural factors and their influence on the evaluation of parties’ credibility. This thesis argues that appellants and applicants before the Immigration Appeal Division often had to demonstrate that their family class relationships were “performed” in accordance with the norms of their culture. Many IRB Members relied on essentialist conceptions of culture, and thus generated problematic images of both cultural minorities and Canadian society. Further, the identity of parties was often constructed in terms of defined categories such as ethnic background, religion, marital status, age, and disability. In conclusion, this thesis offers reflections on how issues of cultural identity can be more fairly and sensitively addressed by administrative tribunals such as the IRB.

The racialized realities faced by Black students provide an impetus to examine the controversy over Canada's first Africentric Alternative School, approved on January 29, 2008 by the Toronto District School Board. Newspaper articles, editorials and letters to the editor, as well as speeches by delegations and trustees, provide a rich snapshot of the arguments put forth in the heated political debate. Through the lens of equity and critical race theory, the diverse and divergent stances taken by both proponents and opponents of the school are analysed and understood. A conceptual framework of hidden and public transcripts (Scott, 1990) is used to distinguish arguments that reflect on the lived experiences of Black students from those that reiterate the dominant discourses of liberal democratic societies. The findings emerge as three opposing sets of themes that reveal a transcript reflective of the ongoing salience of racism within ostensibly liberal claims to racial equality.

This thesis analyzes the Canadian Immigration and Refugee Board (IRB)’s treatment of culture in recent family sponsorship decisions. Drawing upon theories of cultural difference, identity construction, and Critical Race Theory, it examines IRB decision-makers’ assessments of cultural factors and their influence on the evaluation of parties’ credibility. This thesis argues that appellants and applicants before the Immigration Appeal Division often had to demonstrate that their family class relationships were “performed” in accordance with the norms of their culture. Many IRB Members relied on essentialist conceptions of culture, and thus generated problematic images of both cultural minorities and Canadian society. Further, the identity of parties was often constructed in terms of defined categories such as ethnic background, religion, marital status, age, and disability. In conclusion, this thesis offers reflections on how issues of cultural identity can be more fairly and sensitively addressed by administrative tribunals such as the IRB.

Despite exposure of educational disparities for students of color, as well as the notion that educational training rarely discusses race and racism, there continues to be a lack of discourse on race, racism, and anti-racism in educational leadership. Subsequently, it is important to challenge deficit thinking and encourage further examination of the deeply-rooted foundation of oppression. The study explored personal narratives of white educational leaders who oppose racial inequity to heighten awareness about conceptualizations of race, racism, and anti-racism. The research involved interviewing educational leaders in three groups: 1) aspiring, 2) currently-practicing, and 3) recently-retired. Eight participants were selected to engage in two semi-structured interviews about their experiences aligned with the following research questions: 1) How do white educational leaders frame the impact of race and racism? and 2) How do white educational leaders describe their perceptions and experiences recognizing, confronting, and dialoguing with others about race and racism? The findings revealed commonalties about the subtle nature of racism, as well as how to confront racism through thoughts and actions. While participants considered dialogue beneficial in their own awareness of race and racism, the lack of venues to dialogue were emphasized. The findings suggest implications for further contextualizing negotiations of race-related tensions and framing the impact of race and racism, particularly in relation to creating purposeful spaces and relationships to encourage such dialogue. Additionally, interpretation of the findings adds insight to further conceptualizing racial identity models and anti-racism.

Historically and contemporarily the Black male experience has stimulated and provoked meaningful discussions in the realms of sport and academia. Black males are uniquely situated in American society, as they inhabit a liminal existence that oscillates between love and hate. Ladson-Billings (2011) expounds that Black boys are loved in the narrow niches of sport but are often abhorred in academic settings. The majority of research on the athletic and academic identities of Black student-athletes is conducted at the collegiate level in the revenue sports of basketball and football, and the research asserts that the collegiate sport atmosphere renders the two identities as mutually exclusive (Edwards, 1984; Harrison et al., 2011; Singer, 2008). There are studies occurring at the middle school level; however, these studies combine all male athletes into one group and do not distinguish the research participants according to their specific sport participation or racial background (Alfone, 2013; Fuller, Percy, & Bruening, 2013; Gorton, 2010). The few studies that distinguish between race and sport participation are somewhat dated (Mahiri, 1991, 1998; Nasir, 2000, 2008). This study addresses a gap in the literature by focusing solely on elite Black male middle school student-athletes to discover what leads to the seemingly incompatible athletic and academic identities that surface during college. I employed an instrumental case study grounded in Critical Race Theory which investigated and examined the experiences and perspectives of seven elite Black middle school club basketball players. Themes were generated by coding the interview data of all relevant stakeholders such as coaches, players, and parents as well as a thorough analysis of field notes, artifacts, and focus group data. Five themes emerged from the data, Academic Recognition, Athletic Recognition, Career, Racial Expectations, & Time Devoted to Sport and Intellectual Endeavors. This study is significant because it contextualizes the racial, athletic and academic climate of Black male athletes at a crucial time in their identity development. It contributes to the current literature by providing insight and furnishing essential information for parents, coaches and educators in order to bolster and enhance the academic identity and attainment of young Black male basketball players.

Since 2011 UEFA, the managing organisation of European football, demands that all clubs wanting to participate in the two major European club football tournaments, UEFA Champions League and UEFA Europa League, has to abide by the rules for UEFA Financial Fair Play. This regulation was developed by UEFA to protect the long-term financial stability of European club football. The thesis focuses on the largely debated break-even requirement, to determine whether UEFA Financial Fair Play will come to affect the competitive balance between clubs in Europe. The main purpose of the study is to conclude whether UEFA Financial Fair Play has affected the market for football clubs and their opportunity to compete sporting success. Further, the study tries to determine if the critics of the regulation are right in saying that the rules preserve the existing power balance on the market. An analysis of the annual reports from 24 European football clubs of the last nine years has been conducted. The 24 clubs were chosen, from four of the biggest football leagues in Europe, by a stratified sampling. The theoretical framework of this study is based on three main theories. Associative competition, Rat-race-theory and regulation theory and these are used to analyse the results. Through hypothesis testing the study shows that, even though the regulation has had a positive effect on the clubs economical results, there are clear signs that the rules has made it harder for smaller clubs to challenge the big clubs for sporting success through economical investments. These results also conclude that the regulation contributes to conserve the existing balance in the market. / Sedan 2011 kräver UEFA, europeisk fotbolls styrande organ, att klubbar som vill delta i europeisk klubbfotbolls två största turneringar, UEFA Champions League och UEFA Europa League, följer regelverket UEFA Financial Fair Play. Detta är ett regelverk framtaget med syfte att förbättra den ekonomiska situationen inom europeisk klubbfotboll. Studien har utgått från det omdebatterade noll-resultat-kravet (Break-even requirement), för att se om UEFA Financial Fair Play kan komma att påverka den konkurrensmässiga situationen inom europeisk klubbfotboll. Syftet är att undersöka om UEFA:s införande av Financial Fair Play har påverkat marknaden för fotbollsklubbar och deras möjlighet att konkurrera om sportsliga framgångar. Vidare undersöks om detta indikerar att den kritik som riktats mot regelverket, att det cementerar befintliga maktstrukturer mellan klubbar, är rättfärdigad. Studien har genomförts genom analys av de nio senaste årens ekonomiska rapporter från 24 klubbar i fotbolls-Europa. Ett stratifierat urval har använts för att välja ut sex representanter var från fyra av Europas största ligor. Den teoretiska referensramen har utgått från associativ konkurrens, hyperaktivitet (rat-raceteorin) samt reglering för att kunna besvara studiens frågeställning och analysera empirin. Med hjälp av hypotesprövning visar undersökningen att, även om regelverket har haft en positiv påverkan på klubbarnas redovisade ekonomiska resultat, så finns det tydliga tendenser till att reglerna har försvårat möjligheterna för mindre klubbar att utmana storklubbar om sportslig framgång genom ekonomiska satsningar och att maktstrukturer på marknaden på så sätt cementeras.

Black males continue to struggle when faced with the challenge of seeking a college education (Cuyjet, 1997, 2006; Mincy, et al 2006; Schott, 2006). Currently, they lag behind in college and university participation as compared to other gendered groups as well as their White and Asian counterparts (Cuyjet, 2006; Bush & Bush, 2010). As with every promising Black male community college student, there are barriers to enrollment and completion, e.g., first-generation and first-time-in-college, previous high school academic and disciplinary experiences, peer pressure, family dynamics, financial considerations and social environments serving as barriers to enrollment and completion. Despite these barriers, many Black males students make it to college. However, they often have difficulty remaining in the educational system long enough to complete their certificates and/or degrees. Although, there are many quality community college and university programs designed to increase the overall success of students “prior to” and “during” enrollment, regrettably, many colleges that facilitate outreach and retention efforts do little by way of accountability. Statistical monitoring for evaluation purpose is mixed. Adequate records of how Black males are performing in and apart from college are important for educational institutions as they consider developing specialized programs for minority sub-group participation, engagement, and success. Furthermore, unengaged Black males, and those attempting to aid them, have varying viewpoints as to the type and priority of programs designed to include Black male participation in postsecondary education. This study will examine Black males’ perspectives versus institutional engagement strategies relative to participation, engagement, and successes that influence Black males Men on the Move program at St. Philip’s College. Moreover, the study will furthermore investigate outreach and retention efforts for Black males that were developed by the St. Philip’s College. / text

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2008. / Title from second page of PDF document. Includes bibliographical references (p. 104-116).

abstract: Given the political and public demands for accountability, using the voices of students from the frontlines, this study investigated student perceptions of New Mexico's high-stakes testing program taking public schools in the right direction. Did the students perceive the program having an impact on retention, drop outs, or graduation requirements? What were the perceptions of Navajo students in Navajo reservation schools as to the impact of high-stakes testing on their emotional, physical, social, and academic well-being? The specific tests examined were the New Mexico High School Competency Exam (NMHSCE) and the New Mexico Standard Based Assessment (SBA/ High School Graduation Assessment) on Native American students. Based on interviews published by the Daily Times of Farmington, New Mexico, our local newspaper, some of the students reported that the testing program was not taking schools in the right direction, that the test was used improperly, and that the one-time test scores were not an accurate assessment of students learning. In addition, they were cited on negative and positive effects on the curriculum, teaching and learning, and student and teacher motivation. Based on the survey results, the students' positive and negative concerns and praises of high-stakes testing were categorized into themes. The positive effects cited included the fact that the testing held students, educators, and parents accountable for their actions. The students were not opposed to accountability, but rather, opposed to the manner in which it was currently implemented. Several implications of these findings were examined: (a) requirements to pass the New Mexico High School Competency Exam; (b) what high stakes testing meant for the emotional well-being of the students; (c) the impact of sanctions under New Mexico's high-stakes testing proficiency; and (d) the effects of high-stakes tests on students' perceptions, experiences and attitudes. Student voices are not commonly heard in meetings and discussions about K-12 education policy. Yet, the adults who control policy could learn much from listening to what students have to say about their experiences. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012