Multicultural Policy as Social Activism: Redefining who 'counts' in multicultural education

Johnson, Lauri

doi:10.1080/13613320308201

Cited by 25 publications

(6 citation statements)

References 5 publications

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“…The collection includes works by Brooks, Jean-Marie, Normore, and Hodgins (2007), K. M. Brown (2006), Bustamante, Nelson, and Onwuegbuzie (2009), Dantley (2002), L. Johnson (2003), Ladson-Billings (1995a), Marshall and Ward (2004), Shields, Larocque, and Oberg (2002), and Tillman (2004), just to name a few.…”

Section: Resultsmentioning

confidence: 99%

Color-Blind Leadership

Davis

Gooden

Micheaux

2015

Educational Administration Quarterly

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Purpose: Working from the driving research question—is the explicit consideration of race present in the ISLLC and ELCC standards?—this article explores the implications of a school leadership landscape reliant on a collection of color-blind leadership standards to guide the preparation and practice of school leaders. In doing so, we analyze the language of the Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leaders Constituent Council (ELCC) standards and their accompanying reports using a critical race theory framework. Research Methods: In our analysis of the ISLLC and ELCC standards, we performed a multistep review of these standards’ leadership domains and their components. Our hybrid methodology employs empirical and theoretical elements of content and textual analysis. Drawing on the tenets of critical race theory, we provide an analysis of the extent to which the standards’ language address, or fail to address, issues of race, racism, and culture. Findings: The words race, ethnicity, and color do not appear in either the primary or substandards of the ISLLC and ELCC standards. Despite this fact, the bibliography for the ELCC standards includes works that boldly discuss issues of race and racism in education. Additionally, three key findings emerged from the textual analysis: (1) a conflation of culture, climate, and school culture; (2) a sidestepping of race and race language; and (3) an underdeveloped conceptualization of social justice. Implications for Research and Practice: We present our case citing the importance of a color-conscious educational leadership paradigm supported by inclusive leadership standards. We conclude with proposals for the improvement of leadership policy and preparation program standards.

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Section: Resultsmentioning

confidence: 99%

Color-Blind Leadership

Davis

Gooden

Micheaux

2015

Educational Administration Quarterly

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“…This campaign included online, print, and TV advertisements, seminars, sports events, and journalist and photo competitions (European Union, 2008). Beyond PSAs, public education has increasingly made tolerance an important component of school curricula (Johnson, 2003). For example, American schools have adopted curricula, such as Facing History and Ourselves or Stop the Hate, aimed at increasing awareness about diversity, examining discrimination, and reducing prejudice (U.S. Department of Education, 2008).…”

Section: Public Policy and Social Norms Have Reduced Bias And Discrimmentioning

confidence: 99%

The Nonverbal Transmission of Intergroup Bias: A Model of Bias Contagion with Implications for Social Policy

Weisbuch

Pauker

2011

Social Issues Policy Review

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Social and policy interventions over the last half-century have achieved laudable reductions in blatant discrimination. Yet members of devalued social groups continue to face subtle discrimination. In this article, we argue that decades of anti-discrimination interventions have failed to eliminate intergroup bias because such bias is contagious. We present a model of bias contagion in which intergroup bias is subtly communicated through nonverbal behavior. Exposure to such nonverbal bias “infects” observers with intergroup bias. The model we present details two means by which nonverbal bias can be expressed—either as a veridical index of intergroup bias or as a symptom of worry about appearing biased. Exposure to this nonverbal bias can increase perceivers’ own intergroup biases through processes of implicit learning, informational influence, and normative influence. We identify critical moderators that may interfere with these processes and consequently propose several social and educational interventions based on these moderators.

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“…Classroom teachers' attitudes, behaviors, and perceptions have been shown to have a significant influence on students' attitudes toward learning and academic performance (Banks, 2005). Also, researchers have demonstrated that being sensitive to and comprehending various cultures enables teachers to be effective (Gay, 2002;Johnson, 2003). It has become a necessity for K-12 teachers in the United States to be adequately prepared regarding cultures as the number of ELLs has significantly increased.…”

Section: Introductionmentioning

confidence: 99%

What Do Teachers Need to Support English Learners?

Gómez¹,

Diarrassouba²

2014

ELT

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This study explored K-8 teachers' perceptions of their preparation and the challenges they encountered in delivering instruction to culturally and linguistically diverse learners. Using a mixed method research design, data were collected through a web-based survey from teachers in the state of Michigan. Researchers used chi-square tests to investigate the relationship between teachers' preparation and their knowledge of their diverse learners' learning needs. Qualitative comments were examined, organized, and summarized to illustrate key themes in each question under study. Findings revealed that teachers' perceptions of their preparation to teach linguistically and culturally diverse students were correlated with cultural diversity or lack of cultural diversity in their classrooms. Whereas teachers stated they felt prepared to teach heterogeneous classes, they encountered challenges in delivering instruction to English learners. In addition, teachers stated that cultural awareness training did not adequately prepare them to integrate cultural elements in their daily instructional practices.

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Multicultural Policy as Social Activism: Redefining who 'counts' in multicultural education

Cited by 25 publications

References 5 publications

Color-Blind Leadership

Color-Blind Leadership

The Nonverbal Transmission of Intergroup Bias: A Model of Bias Contagion with Implications for Social Policy

What Do Teachers Need to Support English Learners?

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