Racism? Administrative and Community Perspectives in Data-Driven Decision Making

Khalifa, Muhammad; Jennings, Michael; Briscoe, Felecia M.; Oleszweski, Ashley M.; Abdi, Nimo M.

doi:10.1177/0042085913475635

Cited by 53 publications

(60 citation statements)

References 22 publications

(32 reference statements)

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“…Our use of CRQI as an antiracist framework provides an explicit example of how scholars can quantify the pervasive institutional racism entrenched in schools and society, and crystallizes the need for all leaders and policy makers to consciously acknowledge racism’s permanence, even when implementing race-conscious policies and programs (Evans, 2007; Khalifa, Jennings, Briscoe, Oleszweski, & Abdi, 2014; Khalil & Kier, 2018; Theoharis & Haddix, 2011). The permanence of racism in school systems, and a school’s Whiteness as property, speaks to why minoritized students’ identities, particularly the complexities of their identities at the margins (Randolph, 2013), must be at the forefront of all education policy reforms.…”

Section: Resultsmentioning

confidence: 99%

Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative

Khalil

Brown

2019

Educational Administration Quarterly

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Purpose: This article describes one charter school’s ‘diversity’ initiative—a relocation to a racially and socioeconomically diverse site—intended to reintegrate minoritized students displaced by gentrification. Research Design: We employ Critical Race Quantitative Intersectionality to frame the descriptive analyses of student enrollment, city census, and parent survey data that narrates the resulting student demographics after a school’s relocation. Our goal in utilizing an anti-racist framework rooted in Critical Race Theory is to a) quantify the racist material impact of “race-neutral” reform through intersectional data mining, b) disrupt the notion of letting “numbers speak for themselves” without critical analysis, and c) taking a transdisciplinary perspective to reveal the hidden patterns of whiteness under the guise of diversity. Findings: Our findings highlight the limits of a school’s agency to implement ‘diversity’ policies aimed at reintegrating minoritized students displaced from opportunity. While the relocation racially diversified the student population, the policy failed to reintegrate the district’s historically minoritized population. This exclusion both limited who had the right to use and enjoy the school and reinforced the school’s status and reputation, thus cementing its whiteness as property. Implications: We conceptualize diversity dissonance as a framework that challenges the unary ahistorical criteria that describe current school demographics, and calls for leaders and policymakers to problematize how the construct of diversity is interpreted when considering minoritized students’ access to programs and schools. Diversity dissonance situates diversity from solely an inclusive rhetoric to an exclusionary one, where limited access reinforces status—mimicking rather than juxtaposing whiteness.

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Section: Resultsmentioning

confidence: 99%

Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative

Khalil

Brown

2019

Educational Administration Quarterly

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“…A second filter is membership in a dominant social group, which is associated with hidden biases and the assumption that status quo provides equal opportunity (Banaji and Greenwald 2013;Devine et al 2012;DiAngelo 2018;Feagin 2013;Johnson 2001;Khalifa et al 2014). When stereotypes, protocols, classroom rules, and district policy are based upon these hidden assumptions and remain unquestioned, the status quo remains intact.…”

Section: Implicit Bias and Mind-setmentioning

confidence: 99%

Peer Equity Coaching: Socially Just, Transformative Adult Learning

Bussman

Louis

2020

Handbook of Social Justice Interventions in Education

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Race, culture, status, and power influence many daily interactions in schools. Research suggests that these may contribute to a relationship gap between students of color and teachers that has a subsequent influence on students' learning. This is, in part, due to limited acknowledgment of implicit bias, discomfort/avoidance, or systemic racism. This qualitative case study examines one effort to moderate these effects, a peer equity coaching initiative that sought to increase teachers' racial consciousness and cultural responsiveness. In particular, this study examined whether (1) equity coaching led to transformative learning that supported cultural responsiveness on the part of adults; (2) leadership behaviors and actions contributed to its success; and (3) collective organizational learning or systemic change emerged. Data were gathered in conversational interviews with teachers, peer equity coaches, school administrators, and district administrators. The study found that significant transformative learning for individuals and for the organization occurred through peer equity coaching, that support for teachers of color increased as a result of organizational learning, and that culturally responsive administrative leadership substantially increased teacher involvement and development of cultural responsiveness.

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“…Such political processes are generally avoided in educational change efforts (Oakes & Rogers, 2006), and reformers often seek to change schools with little recognition of the broader communities and the context within which they are embedded (Crowson & Boyd, 2001). In this same vein, educational leaders often frame their decision making about school closures as objective and data driven while overlooking marginalized parent and community voices of resistance that highlight the importance of the school in the community (Khalifa, Jennings, Briscoe, Oleszweski, & Abdi, 2013).…”

Section: Apolitical Processes Of Education Reformmentioning

confidence: 99%

Rewriting the Rules of Engagement: Elaborating a Model of District-Community Collaboration

Ishimaru¹

2014

Harvard Educational Review

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In this ethnographic case study, Ann M. Ishimaru examines how a collaboration emerged and evolved between a low-income Latino parent organizing group and the leadership of a rapidly changing school district. Using civic capacity and community organizing theories, Ishimaru seeks to understand the role of parents, goals, strategies, and change processes that characterize a school district's collaboration with a community-based organization. Her findings suggest an emergent model of collaboration that engages parents as educational leaders, focuses on shared systemic goals, strategically builds capacity and relationships, and addresses educational change as political process. This emergent model stands in contrast to traditional partnerships between communities and school or district leadership that often reflect deficit conceptions of marginalized parents and families. By rewriting the rules of engagement, parents, families, and community members can contribute critical resources to enable districts and schools to educate all students more equitably.

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Racism? Administrative and Community Perspectives in Data-Driven Decision Making

Cited by 53 publications

References 22 publications

Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative

Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative

Peer Equity Coaching: Socially Just, Transformative Adult Learning

Rewriting the Rules of Engagement: Elaborating a Model of District-Community Collaboration

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