“They Wouldn’t Go to Our School”: Unpacking the Racialization of Latinx Children through a Civil Rights Lesson in a New South Classroom

Do my accents matter? Examining the relationship between English language teachers’ linguistic profiling and career development

“…Already existing studies showcase ongoing debates on native and non-native issues (Alshammari, 2021;Barrett et al, 2022) without revealing their impact on career development. These findings provide empirical evidence to show that linguistic profiling results in demotivation, as indicated by other novel interdisciplinary studies (Hughes and Mamiseishvili, 2018;Straubhaar et al, 2021). Likewise, the study found that linguistic profiling breeds low self-esteem among participants, which is in tandem with some author's notion that linguistic profiling may result in low motivation and self-esteem among NNESTs which can result in career shocks (Rahman and Yuzar, 2020;Adara, 2020;Petrovi c, 2022).…”

“…This can be interpreted from various perspectives. First, this result demonstrates that contrary to notions of the negative impact of linguistic profiling on career development (Straubhaar et al, 2021;Hughes and Niu, 2021), linguistically profiled language instructors may seek to participate in professional development, which results in career development despite the negative impact of feeling compelled to seek professional development.…”

“…Hughes and Mamiseishvili (2018 a) acknowledged that linguistic profiling concerns within the academia have made some foreign faculty members choose to teach online. Research affirms that linguistic profiling can also lead to decreased self-esteem and motivation toward work (Straubhaar et al, 2021;Hughes and Niu, 2021). Others argue that once linguistic features are used to discriminate, it may not be linguistic profiling, be it teachers or individuals (Fridland, 2020;MacNeal et al, 2019;Cushing, 2021), as these traits can be helpful to organizational growth.…”

Who will remember?: Racial identity and civil rights literature for Black children at Freedom School

“…The limited scholarship on the Civil Rights Movement and young or elementary-aged children focuses on the analysis of children’s and young adult books for historical accuracy and representation as well as the development of lessons or units (Cruz, 2013; Foster et al, 2015; McMahon et al, 2001). A few empirical studies explore how the movement is taught to elementary-aged students and the impact of teaching the movement on classroom discussion and teacher-driven dis/comfort with racism (Wills, 2005), racialization of ethnic groups (Straubhaar et al, 2021), racial identity development (Piper, 2015, 2019), and civic engagement/civic mindedness of youth (Kenyon, 2020).…”

“…His findings revealed that during class discussions, the two white teachers deflected questions from students on material focused on violence due to white supremacy, because they wanted to put a positive spin on the events of the past and focus on how things are much better now. Straubhaar et al (2021) explored the racialization of Latinx English learners in a fourth-grade classroom during a small group instructional conversation about Thurgood Marshall, the first African American on the U.S. Supreme Court, with a white female teacher. Their findings reveal the ways in which the teacher re-narrated the students’ responses so that Thurgood Marshall’s story focused on being a universal one of struggle for the rights of all Americans, rather than focusing on his work to bring about racial justice for minoritized groups.…”