Disrupting White Supremacy in Assessment: Toward a Justice-Oriented, Antiracist Validity Framework

Randall, Jennifer; Slomp, David; Poe, Mya; Oliveri, María Elena

doi:10.1080/10627197.2022.2042682

Cited by 35 publications

(26 citation statements)

References 24 publications

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“…False negatives and lead to delayed support efforts, which can have negative consequences for an individual's success and well-being. However, the consequences of screening can also be more complex, particularly if we interrogate practices using the JAV framework (Randall et al, 2022). If we consider the question regarding the ways in which structural racism can impact the results of the assessment, obvious answers like bias in ratings may come to mind.…”

Section: A Focus On Seb Domainsmentioning

confidence: 99%

“…She challenges us to “change our White supremacist notions of what is construct relevant, and in turn, what is not construct irrelevant” (p. 4). The resulting justice-oriented, anti-racist validity framework (JAV; Randall et al, 2022) offers an innovative and promising approach to building validity arguments that are grounded in antiracism. Importantly, the JAV framework (Randall et al, 2022) shifts the focus of consequences from the narrow view traditionally employed to a much broader view highlighting the centrality of racism, asking critical questions such as: (a) Do test/assessment results serve to further marginalize already minoritized populations?…”

Section: Contemporary Conceptualizations Of Consequences In Measurementmentioning

confidence: 99%

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Assessment in action: Toward a more complete and justice-oriented understanding of the social consequences of educational measures.

Miller¹

2023

School Psychology

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Section: A Focus On Seb Domainsmentioning

confidence: 99%

Section: Contemporary Conceptualizations Of Consequences In Measurementmentioning

confidence: 99%

Assessment in action: Toward a more complete and justice-oriented understanding of the social consequences of educational measures.

Miller¹

2023

School Psychology

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“…Researchers and scholars have documented how to use children’s social and emotional strengths to build on their areas of needed support and have found this approach to be much more responsive and in alignment with the values and customs of Black populations (National Black Child Development Institute, 2013). Furthermore, grounding the trajectories of student learning in asset-based language such as “emerging,” “developing,” and “learned” is one way to eliminate systems of oppression and repair harm caused by psychometric assessments that do not account for the developing capacity of young children (Nese et al, 2012; Randall et al, 2022). If we believe all children (a) are learning to navigate their environment; (b) hold important experiences, even if they are different than ours; and (c) are seeking ways to develop relationships with others, then we can use these core beliefs to enhance where they are on the way to who they are becoming.…”

Section: Shifting Our Lens: Social and Emotional Intervention Researc...mentioning

confidence: 99%

Social and Emotional Intervention Research as Justice: A Case for Accountability

Wahman

Fettig

Zimmerman

2023

Remedial and Special Education

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The field of Special Education is recognized for conducting research designed to improve the quality of life for the children and families we serve. However, our field has been criticized for empirical approaches that are inconsistent with the values and beliefs we articulate as central to our scientific practice. As such, a shift in our research endeavors is warranted. Given the specific calls within early childhood special education for research programs that consider the marginalized experiences of children and families, we posit five guidelines to reframe social and emotional intervention research in early childhood special education as justice-oriented. These guidelines are (a) understand the historical and immediate context of research participants; (b) incorporate best practices in social and emotional assessment to reduce bias; (c) center children’s and families’ voices in social validity measures; (d) address confounding variables to fidelity of implementation; and (e) examine diversity in research team composition.

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“…Test takers' performances are based on their abilities as compared to native speakers. A test can be made more culturally relevant; however, attention to cultural relevance alone will not affect performance if non-White test takers use different patterns of knowing in approaching the testing environment (Randall et al, 2022).…”

Section: Mitchellmentioning

confidence: 99%

Language as a proxy for race: Language and literacy and the nursing profession

Mitchell

2023

Nursing Inquiry

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Defining a nurse as literate is disciplinary and contextual, linked to professional identity formation, and an issue impacting patient safety. Literacy and language proficiency are concepts assessed through examining skills in four pillars: reading, writing, speaking, and listening. This article explores how literacy is not only a practice issue but inextricably intertwined with issues of race, equity, diversity, and inclusiveness in our profession—both in regulatory policy and classroom pedagogy. In making the argument that language is a proxy for race, three cases of language and literacy will be presented. First, the deficit discourse of multilingual student struggle is stereotyped to the presence or absence of an accent, with multilingual student needs often treated homogeneously in disregard of population heterogenous abilities. Second, regulatory policies for language testing internationally educated nurses are discriminatory with testing context bearing little relationship to the language needs of nursing practice. Third, that the myth of “one standard English” results in racist evaluation practices of student academic performance. Recommendations are made for reframing how language and literacy are viewed in nursing education and regulation of practice with a focus on acknowledgment of one's personal relationship to racial issues and emphasizing the need for a change in mindset toward racialized multilingual students and writers.

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Disrupting White Supremacy in Assessment: Toward a Justice-Oriented, Antiracist Validity Framework

Cited by 35 publications

References 24 publications

Assessment in action: Toward a more complete and justice-oriented understanding of the social consequences of educational measures.

Assessment in action: Toward a more complete and justice-oriented understanding of the social consequences of educational measures.

Social and Emotional Intervention Research as Justice: A Case for Accountability

Language as a proxy for race: Language and literacy and the nursing profession

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