Can CUFA Be a Leader in the National Debate on Racism?

Pang, Valerie Ooka; Rivera, John Juan; Gillette, Maureen D.

doi:10.1080/00933104.1998.10505858

Cited by 10 publications

(6 citation statements)

References 2 publications

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“…Asian American ( N =2), Black not African American ( N =2), and Multiracial ( N =3) are sparsely represented in social studies education with each accounting for only 2–3 percent of the sample population in this study (see Table 2). The paucity of diversity within the social studies education profession is discouraging for a field whose foundational underpinnings are directly concerned with race, racism, and racial inequality (Pang, Rivera, & Gillette, 1998). We expand more upon the lack of racial diversity in our discussion of the data.…”

Section: Resultsmentioning

confidence: 99%

Who are we? The Demographic and Professional Identity of Social Studies Teacher Educators

Busey

Waters

2016

The Journal of Social Studies Research

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Growth in racial and ethnic diversity among public school P-12 students stands in stark contrast to the teaching population who tend to be monolingual, White females. Secondary social studies teachers defy demographic teacher trends, as they tend to be male, albeit White males who still are not representative of the students they teach. What is missing from the discourse of student–teacher imbalance however is discussion surrounding diversity among social studies teacher educators. The purpose of this study was to examine racial, ethnic, and gender demographics for social studies teacher educators using a framework of critical teacher demography. Findings revealed that social studies teacher educators tend to reflect the population of social studies teachers with many being White males. Furthermore, social studies teacher educators tend to focus their research on concepts such as democratic citizenship with little focus dedicated to critical multicultural issues. The paucity of diversity in demographics and research is critical for social studies teacher educators to consider if we are to reflect multiculturalism in 21st century schools.

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Section: Resultsmentioning

confidence: 99%

Who are we? The Demographic and Professional Identity of Social Studies Teacher Educators

Busey

Waters

2016

The Journal of Social Studies Research

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“…In the Summer 1998 issue of Theory and Research in Social Education, Pang, Rivera, and Gillette (1998) issued a call to both the National Council for the Social Studies (NCSS) and its associated College and University Faculty Assembly (CUFA) to wake up and give a public accounting of where they stand on, and what they are doing to address, the issue of race[ism] and its negative impact on K-12 education and the quality of life in the United States. (p. 431) Pang et al asserted that, Race and racism continue to define issues of life in the United States, but are virtually ignored in current official CUFA work, and sterilized in much of the work of NCSS.…”

Section: Overviewmentioning

confidence: 99%

Critical Race Theory, Multicultural Education, and the Hidden Curriculum of Hegemony

Jay¹

2003

Multicultural Perspectives

117

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“…Ladson-Billings (2003) posits that the social studies can be a curricular home to help students learn about race and unlearn racism, but by and large the field has been terribly unsuccessful in this effort. Furthermore, social studies theory and research has played a very minor role in initiating and sustaining a dialogue about the significance of race in the United States (Branch, 2003;Howard, 2003;Pang, Rivera, & Gillette, 1998). Although the social studies research community has been largely unresponsive to the need for racial dialogue in the social studies, individual cases of social studies classroom teachers who have found ways to create learnDownloaded by [University of Dayton] at 17:31 04 January 2015 Fall 2004 ing experiences about race and racism do exist.…”

Section: Introductionmentioning

confidence: 98%

“Does Race Really Matter?” Secondary Students' Constructions of Racial Dialogue in the Social Studies

Howard

2004

Theory & Research in Social Education

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The examination of race and racism has been largely absent from much of social studies research and theory. Despite the growing racial and ethnic diversity in the nation's schools, many social studies teachers lack a theoretical framework to help students learn about, analyze, and discuss the role that race and racism have played historically in the United States. Using a critical race theoretical framework, this study documents the findings from a study in a middle school U.S. history classroom that was centered on students' interpretations of race relations in the United States. The findings from this qualitative study indicated that students viewed this particular class as helpful in understanding race, and subsequently race relations. However, they felt their previous social studies classes had not been useful in helping them develop greater racial awareness. The primary themes that were identified from the students' data were the invisibility of race, the role of the social studies in creating dialogue about race, and the improvement of intergroup relations. The author concludes with a call to action in terms of how social studies theory and practice can play a vital role in initiating and sustaining a dialogue about the importance of race.

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Can CUFA Be a Leader in the National Debate on Racism?

Cited by 10 publications

References 2 publications

Who are we? The Demographic and Professional Identity of Social Studies Teacher Educators

Who are we? The Demographic and Professional Identity of Social Studies Teacher Educators

Critical Race Theory, Multicultural Education, and the Hidden Curriculum of Hegemony

“Does Race Really Matter?” Secondary Students' Constructions of Racial Dialogue in the Social Studies

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