In this article, we theorize the relation between race and schooling and consider the implications for learning. While the body of research on culture and learning has come to define learning as an inherently cultural and social process, scholars have few theoretical tools to help us think about the role of race and racism in relation to students’ access to identities as learners and to learning. We draw on both theoretical and empirical literature to make three core arguments: (a) racial ‘storylines’ or narratives are prevalent in our society and have powerful implications for learners, particularly for youth from marginalized communities; (b) these racial storylines are a critical aspect of life in schools, which serve the purpose of racially and academically socializing students; and (c) as these storylines are invoked in school settings, certain identities are made available, imposed, or closed down. Such identities have important implications for students’ opportunities to learn and their engagement in learning settings. As we conclude, we consider the potential of alternative spaces, which can serve to counter dominant narratives about who is capable of learning and how learning takes place, and open new spaces for identity and learning.
Introduction. This study explores the ways in which racism-related stress affects the well-being and career trajectories of Black nursing professionals and certified nursing assistants and their strategies for coping with such stress. Method. Semistructured interviews were conducted to explore racism-related stress and coping strategies. Data were analyzed using content analysis. Results. Findings illuminate how Black nursing professionals and certified nursing assistants experience both subtle and explicit racism in the workplace from a variety of actors, including patients, peers, and supervisors. Coping strategies included consultation with personal support systems, such as friends outside of work or family members. Participants described barriers to advancement, including disparate educational and mentoring experiences, and a lack of policies or standards to address racial bias and discrimination in their work settings. Discussion. Facilitating diversity in nursing and supporting nursing professionals of color requires multipronged approaches that include collaborations between education systems and employers.
The purpose of this study was to investigate how multiracial people of African descent experience racism in schools and to understand how their parents or guardians prepare them to cope with incidents of racism in school. Through qualitative in-depth interviews with multiracial and transracially adopted adults of African descent, this study seeks to raise awareness regarding the complexity of family racial dynamics and how family racial socialization processes affect students' ability to navigate racism. Findings suggested that racial socialization processes varied by the racial composition of the family, that is, families in which there was at least one Black parent or guardian present tended to more openly address issues of race and racism in comparison with families in which there was no Black parent or guardian present. Findings from this study hold theoretical implications for how racial socialization is conceptualized and practical implications for programs and policies designed to support families raising children of African descent.
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