White Rage: The Unspoken Truth of Our Racial Divide

Can we meet our mission? Examining the professional development of social studies teachers to support students with disabilities and emergent bilingual learners

“…Although Social Science was only the sixth highest combined caseload of SWDs and EBLs among all eleven content teaching areas, the only areas to have a higher combined caseload were elective areas or specialized areas where it would be reasonable to have higher combined caseloads (e.g., Health or Physical Education). While there are social studies scholars that examine SWDs and EBLs (Burkholdt, 2017;Courtade, Gurney, & Carden, 2017;Cruz & Thornton, 2008;De La Paz, 2005;Furgione, 2017;Gates, 2017;Hintz, 2017;Jordan, Jordan, & Hawley, 2017;Lintner, 2017;Lintner & Kumpiene, 2017;Minarik & Lintner, 2016;Morris, McGuire, & Walker, 2017;Salinas et al, 2017), the vision should be that in years to come scholars within social studies are giving these groups of students more attention to address this "demographic imperative" (Salinas et al,p. 440).…”

“…Scholars and researchers have designed general strategies to support all learners within the classroom (see Bulgren, Deshler, & Lenz, 2007;Deshler et al, 2001;Tomlinson & McTighe, 2006). Within the social studies, we have begun to see a small cottage industry of researchers focusing on either SWDs or EBLs, as evidenced by a recent special issue of the Journal of Social Studies Research entitled Social Studies and Special Education: The Continuation of a Beautiful Friendship (Burkholdt, 2017;Courtade, Gurney, & Carden, 2017;Furgione, 2017;Gates, 2017;Hintz, 2017;Jordan, Jordan, & Hawley, 2017;Lintner, 2017;Lintner & Kumpiene, 2017;Morris, McGuire, & Walker, 2017;Southall, 2017), as well as other research, bulletins, and strategy books (Cruz, Nutta, O'Brien, Feyten, & Govoni, 2003;Cruz & Thornton, 2008;Cruz & Thornton, 2009a;Cruz & Thornton, 2009b;Cruz & Thornton, 2012;De La Paz, 2005;De La Paz & MacArthur, 2003;Lintner & Schweder, 2008;Lintner & Schweder, 2011;Minarik & Lintner, 2016;Salinas & Alarcon, 2016;Salinas et al, 2017;Salinas, Vickery, & Franquiz, 2016). While the research strategies and insights offered are beneficial and important, most work looking at either SWDs or EBLs have been small scale and do not offer a macro-level view of the state of the field of social studies in terms of the numbers of SWDs and EBLs within and across social studies content courses.…”

The work of bearing witness to the dual pandemics of COVID‐19 and white rage

“…And although Obama's historic win left me with tears of happiness and hope, it left the nation feeling absolved of any guilt and shame of its past, as Kendi (2021) argues: "Inequality lives, in part, because Americans of every generation have been misled into believing that racial progress is inevitable and ongoing…this has more often been rhetoric than reality, more often myth than history" (p. 425). Although we have come a long way since the abolitionist movement, White rage continues to delay racial progress through seemingly benign ways, as Anderson (2016) differentiates:…”

Examining Power Relations to Understand and Address Social Determinants of Vaccine Uptake

“…In tandem with other factors including political affiliation, religion, and exposure to misinformation, we view the low vaccination rates of this group as partly reflecting an ongoing mistrust of government that has extended to medical science and is intertwined with a perception that federal institutions value other groups' interests (eg, college-educated White individuals, individuals from minoritized racial and ethnic groups) over their own. [7][8][9] While recognizing the heterogeneity and geographic diversity of both of our example groups, we examine prominent themes in the sociohistorical circumstances that underlie the mistrust among important subgroups of White individuals with low SES. As we see it, mistrust toward government-initiated vaccine distribution is likely related to an antagonism grounded in these groups' paradoxical relationship with governmental and corporate entities.…”

“…Furthermore, the perceived governmental favoritism toward individuals from minoritized ethnic and racial groups, immigrants, and other marginalized groups above White individuals with low SES poses a threat to this group's sense of pride and perceived economic self-sufficiency, which is partly derived from occupying a perceived rightful place in US racial hierarchies. [7][8][9] This mistrust of government and medical science, reflected in this group's overall low vaccination rates, has subsequently reinforced negative stereotypes of some White individuals with low SES (eg, ignorant). Furthermore, we might expect those who experience stereotyping to mistrust the people who stereotype them.…”