Critical Race Theory and the Whiteness of Teacher Education

Sleeter, Christine E.

doi:10.1177/0042085916668957

Cited by 430 publications

(300 citation statements)

References 33 publications

Supporting

Mentioning

292

Contrasting

Unclassified

Order By: Relevance

“…It seems the eloquent professing of progressive views by the (White) instructors at the institution in question does not necessarily translate to genuine understanding of intercultural dialogue or concern for JIS and other non-White students. Clearly, even (predominantly White) educators who seem well-equipped with culturally responsive teaching skills may not necessarily possess culturally sensitive communication skills [62,63].…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The Segregation of Foreigners in U.S. Mainstream Classrooms

Lee

2019

Sustainability

View full text Add to dashboard Cite

1) This study investigates the norms of speaking in the classroom by examining the speaking practices of Japanese international students (JIS)-a nonnative English speaking group-in classroom conversations with native English speakers (NES). (2) Semi-structured interviews in Japanese were conducted with 12 JIS in undergraduate programs at a predominantly White university in the United States.(3) The use of speech codes theory and Hymes's SPEAKING framework, coupled with the grounded theory, reveal that all the interviewees dealt with conflicting feelings of eagerness and dread when deciding whether or not to participate in classroom conversations. The JIS revealed threatening classroom dynamics that made them feel inadequate, isolated, and intimidated. The norms for speaking in the classroom subjugate the JIS into silent observers and subalterns who lack colloquial English skills or local cultural knowledge. Unforgiving sanctions, including discrimination, exclusion, ignorance, and silent treatment, are used by the NES to illegitimize JIS membership in the classroom community. (4) These micro-level nuances of classroom culture are discussed in relation to the macro-level institutionalized structures of U.S. higher education that are, in turn, embedded in the socio-historical dynamics of the nation.

show abstract

Section: Discussionmentioning

confidence: 99%

“…After all, works that promote diversity are not necessarily those that focus on dismantling the White-centered social system [10]. In fact, current teacher training in the U.S., pioneered and designed by predominantly White elites, remains largely White-washed [62,69,70] despite recent demographic shifts.…”

Section: Discussionmentioning

confidence: 99%

The Segregation of Foreigners in U.S. Mainstream Classrooms

Lee

2019

Sustainability

View full text Add to dashboard Cite

show abstract

“…This reflects a central tenet of CRT—interest convergence—which emphasizes that “racial equality and equity for people of color will be pursued and advanced when they converge with the interests, needs, expectations, and ideologies of Whites” (Milner, p. 333). Accordingly, multiculturalism in practice may be diluted because true multiculturalism is threatening to dominant groups who benefit from the perpetuation of mainstream knowledge (Jay, ; Sleeter, ).…”

Section: Multicultural Educationmentioning

confidence: 99%

Addressing racial inequalities within schools: Exploring the potential of teacher education

Alvaré

2018

Sociology Compass

View full text Add to dashboard Cite

A substantial body of literature demonstrates how within‐school patterns serve to maintain and perpetuate racial inequality in education. This occurs as well‐meaning teachers and administrators tend to hold lower academic expectations for students of color; engage in racially biased discipline patterns; employ alienating curricula; and fail to address racial issues in meaningful ways when they surface in classrooms. In this paper, I review literature on these and other inequitable patterns and subsequently summarize research exploring how these issues are confronted teacher training programs. While some pedagogical models show promise, many studies suggest that multicultural education and programs for pre‐service teachers fall short in promoting perspectives and practices to address inequity in schools. I apply tenets of critical race theory to scrutinize oppression within schools and the shortcomings of initiatives claimed to redress them, and moreover, to suggest how teacher education can be improved to encourage pedagogy for social justice ends.

show abstract

“…Critical Race Theory provides educators and researchers with a framework to challenge the racist historical and institutional roots of educational inequality that persist today [5–15]. Social reproduction of roles [16] reifies a power structure that invites Students of Color to feel like interlopers, particularly at Predominantly White Institutions (PWI) or universities originally PWI.…”

Section: Background and Contextmentioning

confidence: 99%

“…Colorblindness often translates into the superficial treatment of diversity through multiculturalism, a “race-neutral” approach to celebrating culture that ignores the structural and personal barriers that students of color face every day [5, 9, 23, 110]. Equity is not found in numbers.…”

Section: Infrastructure Development: the Health Equity Research And Ementioning

confidence: 99%

Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program

et al. 2017

View full text Add to dashboard Cite

Background and purposeUnconscious bias and explicit forms of discrimination continue to pervade academic institutions. Multicultural and diversity training activities have not been sufficient in making structural and social changes leading to equity, therefore, a new form of critical consciousness is needed to train diverse scientists with new research questions, methods, and perspectives. The purpose of this paper is to describe Building Infrastructure Leading to Diversity (BUILD); Promoting Opportunities for Diversity in Education and Research (PODER), which is an undergraduate biomedical research training program based on transformative framework rooted in Critical Race Theory (CRT).Key highlightsBy employing a CRT-informed curriculum and training in BUILD PODER, students are empowered not only to gain access but also to thrive in graduate programs and beyond. Poder means “power” or “to be able to” in Spanish. Essentially, we are “building power” using students’ strengths and empowering them as learners. The new curriculum helps students understand institutional policies and practices that may prevent them from persisting in higher education, learn to become their own advocates, and successfully confront social barriers and instances of inequities and discrimination. To challenge these barriers and sustain campus changes in support of students, BUILD PODER works toward changing campus culture and research mentoring relationships. By joining with ongoing university structures such as the state university Graduation Initiative, we include CRT tenets into the campus dialogue and stimulate campus-wide discussions around institutional change. Strong ties with five community college partners also enrich BUILD PODER’s student body and strengthen mentor diversity. Preliminary evaluation data suggest that BUILD PODER’s program has enhanced the racial/ethnic consciousness of the campus community, is effective in encouraging more egalitarian and respectful faculty-student relationships, and is a rigorous program of biomedical research training that supports students as they achieve their goals.ImplicationsBiomedical research programs may benefit from a reanalysis of the fit between current training programs and student strengths. By incorporating the voices of talented youth, drawing upon their native strengths, we will generate a new science that links biomedical research to community health and social justice, generating progress toward health equity through a promising new generation of scholars.

show abstract

Critical Race Theory and the Whiteness of Teacher Education

Cited by 430 publications

References 33 publications

The Segregation of Foreigners in U.S. Mainstream Classrooms

The Segregation of Foreigners in U.S. Mainstream Classrooms

Addressing racial inequalities within schools: Exploring the potential of teacher education

Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program

Contact Info

Product

Resources

About