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“…Finally, in addition to shaping the image of African Americans as inferior others, the sociocultural construction of race has also shaped American social institutions. This is a point stressed by Jones‐Wilson (1990), For Blacks in the United States the reality is that race, as it has been biologically and socially defined, has been a major determining factor in institutional arrangements, particularly with respect to the dominant power structure's formulation of what is considered to be appropriate educational policies, programs, and practices. Throughout U.S. history the dominant economic, political, and social ideologies regarding our reason for being in this country and our appropriate place in its structures have interacted to shape our educational arrangements, education being a subordinate social institution (p.119).…”
The body of research aimed at explaining the science teaching and learning of African Americans has identified myriad factors that correlate with African American's science career choices and science performance generally. It has not, however, offered any satisfactory explanations as to why those factors are disproportionately racially determined. This article argues that the sociocultural construction of race, which has roots in antebellum Western society, has endured to the present day; and that there is sufficient historical tradition and empirical evidence to warrant a research agenda that accounts for the sociocultural construction of race in explaining African American science education. The article concludes by suggesting a set of research questions and theoretical perspectives that considers the sociocultural construction of race to guide future research. ß
“…Finally, in addition to shaping the image of African Americans as inferior others, the sociocultural construction of race has also shaped American social institutions. This is a point stressed by Jones‐Wilson (1990), For Blacks in the United States the reality is that race, as it has been biologically and socially defined, has been a major determining factor in institutional arrangements, particularly with respect to the dominant power structure's formulation of what is considered to be appropriate educational policies, programs, and practices. Throughout U.S. history the dominant economic, political, and social ideologies regarding our reason for being in this country and our appropriate place in its structures have interacted to shape our educational arrangements, education being a subordinate social institution (p.119).…”
The body of research aimed at explaining the science teaching and learning of African Americans has identified myriad factors that correlate with African American's science career choices and science performance generally. It has not, however, offered any satisfactory explanations as to why those factors are disproportionately racially determined. This article argues that the sociocultural construction of race, which has roots in antebellum Western society, has endured to the present day; and that there is sufficient historical tradition and empirical evidence to warrant a research agenda that accounts for the sociocultural construction of race in explaining African American science education. The article concludes by suggesting a set of research questions and theoretical perspectives that considers the sociocultural construction of race to guide future research. ß
“…The Civil Rights Act of 1964 and Title VI of Executive Order 11246 prohibited blatant discrimination against people of color. Many argue, however, that subtle forms of discrimination against students of color still exist in the educational system in the form of institutional racism (Barron, 1969;Casserly & Garrett, 1977;Farley, 1995;Katznelson & Weir, 1985;Jones-Wilson, 1990;Leon, 1980-81;Williams, 1985).…”
“…The limits of school desegregation, however, and persistent gaps in education funding, resources, teaching and learning, and achievement along the color line are constant reminders of the salience of race and its correlation to inequality in U.S. education. Despite substantial legal gains in addressing discrimination in and by schools, the role of race and its implications for student learning and achievement (DeCuir & Dixson, 2004;Jones-Wilson, 1990;Ladson-Billings, 1998;Ladson-Billings & Tate, 1995;Tate, 1997;Watkins, Lewis, & Chou, 2001) require continued attention in educational leadership, policy, and practice (Brooks, 2007;Evans, 2007;Jackson, 2008;López, 2003;Lynn & Parker, 2006;Parker, Deyhle, & Villenas, 1999;Parker & Villalpondo, 2007;Rusch, 2004;Scheurich, 1993;Young & Laible, 2000).…”
Section: Dr Baker Retired Superintendentmentioning
confidence: 99%
“…Given the staggering statistics concerning Black student achievement (e.g., overrepresentation of Black males in special education, disproportionate number of Black males in discipline and suspension referrals, drop-out rate, school to prison pipeline), many question whether Brown advanced or in fact undermined the education of Black students because of its preoccupation with integration over equal educational opportunity (Bell, 1980(Bell, , 2004Freeman, 1980;Lawrence, 1980;Ladson-Billings, 2004;Lightfoot, 1980;Ravitch, 1980;Tillman, 2004b). The growing body of research documenting "valued segregated African American schools" (Walker, 2000) 6 and greater attention to the limits and negative consequences of desegregation (Adair, 1984;Bell, 2004;Dempsey & Noblit, 1993;Horsford & McKenzie, 2008;Jones-Wilson, 1990;Ladson-Billings, 2004;Tillman, 2004b;Walker, 2000)-albeit largely omitted from the mainstream desegregation literature-is critical to informing, problematizing, and ultimately expanding our understanding of desegregation post-Brown and its implications for equity in education. As Walker (2000) concluded, "Additional work on the implications for contemporary schooling also begs to be addressed by this line of work, especially as it relates to current issues in school desegregation" (p. 278).…”
Purpose: This article considers the perspectives of superintendents who attended all-Black segregated schools and examines how their lived experiences informed their views on desegregation policy, programs, and practices. Research Design: This empirical, qualitative study used critical race theory as a methodological and analytical framework for collecting and interpreting participant narratives acquired through in-depth, semistructured interviews and autobiographical and biographical documents and artifacts. Findings: Study findings are presented as counterstories to (a) the inferior all-Black school, (b) equal education, access, and opportunity, and (c) integration, diversity, and inclusion, with implications for the perceived viability of school desegregation in the post- Brown era. Collectively, they reflect what one participant described as “mixed feelings” about school desegregation. Conclusions: The article concludes with implications for educational policy and practice to include support for racial literacy in educational leadership and policy and recommendations for promoting a proper education no matter the school context, separate or mixed.
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