Affirming Race, Diversity, and Equity Through Black and Latinx Students’ Lived Experiences

Vue, Rican; Haslerig, Siduri J.; Allen, Walter R.

doi:10.3102/0002831217708550

Cited by 35 publications

(22 citation statements)

References 74 publications

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“…The discussion was proceeding along the lines of "tut, tut […] this behaviour may be commonplace in some cultures, but we cannot have a bar of it in this country and in our university". This type of comment aligns with a hegemonic view in HE that perpetuates whiteness as the standard and limits inclusivity (Vue et al, 2017;Villegas et al, 2017). I raised the need to focus our academic attention on the state of desperation that may lead or force a student to behave in such a way.…”

Section: Richard's Voicementioning

confidence: 74%

“…In this way the visibility of dominant groups is connected to power where recognition is acknowledged and is advantageous (Brighenti, 2007;Lewis and Simpson, 2012;Settles et al, 2018). CRT points out that the acceptance of whiteness as the standard is privileged, by which all else is measured (Vue et al, 2017). It has been historically accepted that whites are the "marker of white superiority" and blacks the "marker of black inferiority" (Yancy, 2012, p. 18).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

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Colour, culture and difference in Australian teacher education: voices from the edge

Joseph

Johnson

2019

QRJ

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Purpose Although much has been written about international students in higher education in Australia, there is a paucity of research and discussion about international academics especially non-whites and their lived experience in the workplace. This paper represents the voices of two academics working in metropolitan universities in Melbourne. The purpose of this paper is to raise awareness of how in spite of all the goodwill and highbrow research, the “corridors of academia” need to be examined in considering the politics of inclusion and internationalisation as the authors still need to address issues of colour as they exist in the academy. Design/methodology/approach The authors use narrative inquiry and reflection to tell the story as both phenomenon and method where the phenomenon is the story and inquiry is the narrative. Findings The findings suggest student and staff perceptions of difference are mostly theorised but not practiced within the academy. Research limitations/implications The paper includes two voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. The authors recommend more professional development for staff and students alike to embrace issues of colour, culture and difference. Practical implications The authors draw attention to the need for academics to reflect on their behaviour within their own academic communities and be more aware of minority groups in academia. Social implications By including and listening to issues facing minority groups (academics and students) can only improve the social cohesion of university worksites. Originality/value This is an original work carried out by both authors. It raises concerns that may also be experienced international staff and or students.

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Section: Richard's Voicementioning

confidence: 74%

Section: Theoretical Perspectivesmentioning

confidence: 99%

Colour, culture and difference in Australian teacher education: voices from the edge

Joseph

Johnson

2019

QRJ

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“…Table 3 reflects a range of uses of validity citations, including using one main source to guide selection of multiple methods to support validity (e.g., Winkle-Wagner et al, 2019), using an assemblage of sources to support different steps in supporting validity (e.g., Vue et al, 2017), and using a citation to support one aspect of validity but not citing other efforts (e.g., Wallace & Chhuon, 2014). Table 4 lists the articles that mentioned validity (or an analog) with no citation.…”

Section: Surveying the Music Of Validity In Qualitative Researchmentioning

confidence: 99%

Sashaying Across Party Lines: Evidence of and Arguments for the Use of Validity Evidence in Qualitative Education Research

Cian

2021

Review of Research in Education

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Though the concept of validity is rooted in positivism, recent scholars have expanded the definition of validity to reflect more progressive paradigms, opening the door to consideration of validity in qualitative education research. Despite this evolution, to date a review of validity evidence in qualitative research has yet to be undertaken even though products offering recommendations for using validity or validity analogs (e.g., trustworthiness) in qualitative work has accelerated. In this chapter, I provide an overview of the history of validity in qualitative research and give an assessment of the use of validity evidence as presented in qualitative articles published in a high-impact journal. I use the results of this assessment to highlight validity practices that are well-represented in the research as well as those that are underrepresented, offering recommendations for how researchers can support the presentation of their work through reflection on these underrepresented elements. Additionally, I forward suggestions as to how qualitative researchers may approach using validity frameworks in planning their studies. Implications for qualitative and quantitative researchers are also discussed, along with suggestions for future work in exploring the use of validity in qualitative education research.

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“…Many Black and Latinx students have faced challenges and have been excluded from equitable education and high-quality instruction (Montoya-Ávila et al, 2018). While some researchers have directed their attention to K-12 settings (Kohli et al, 2017), these problems also persist in higher education (Vue et al, 2017). Longstanding postsecondary and higher education instructional frameworks and methods have been criticized for their lack of progress and attention to diverse students' unique needs (Santangelo & Tomlinson, 2009).…”

Section: Le Ver Ag Ing Connec Tivis Mmentioning

confidence: 99%

In transition: Supporting competency attainment in Black and Latinx students

Richardson

Fisher

Oetjen

et al. 2021

J of Competency-Based Ed

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Minority students, particularly those of the Black and Latinx communities, face daunting challenges-confronted with the recent pandemic, ongoing inequality, and increased financial uncertainty due to job loss and rising unemployment. With recent shifts to skill-based learning and remaining "work-ready," competency-based education (CBE) has never been more critical. CBE is outcome-focused, student-centered, and integrates instruction focusing on students mastering prerequisite content and skills to advance. However, many "in-person" programs primarily structure delivery around lecture-based delivery, often focus on the quantity of work versus behavioral outcomes, and fail to recognize the synergy of innovative delivery mechanisms. In a well-designed online program/course, faculty can anchor course objectives to competencies, implement innovative assessments, leverage components of Connectivism, and utilize just-in-time learning to help their students excel. This writing focuses on best practices for implementing components of Connectivism and just-in-time learning for programs/courses shifting to online delivery.

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Affirming Race, Diversity, and Equity Through Black and Latinx Students’ Lived Experiences

Cited by 35 publications

References 74 publications

Colour, culture and difference in Australian teacher education: voices from the edge

Colour, culture and difference in Australian teacher education: voices from the edge

Sashaying Across Party Lines: Evidence of and Arguments for the Use of Validity Evidence in Qualitative Education Research

In transition: Supporting competency attainment in Black and Latinx students

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