Implications Of Race And Racism In Student Evaluations Of Teaching

Implications of Race and Racism in Student Evaluations of Teaching: The Hate U Give highlights practices in higher education such as using student evaluations of teaching to inform merit increases, contract renewals, and promotion and tenure decisions. The collection deconstructs student course feedback to reveal implications of race and racism inherent in student responses mirroring learned behavior situated within the social-political context of US culture and K12 schools. Learned behavior fostering racial hate given to students informing and shaping classroom experiences with BIPOC faculty. To this end, the work speaks to systemic racial inequity in higher education learning spaces and possibilities of reimagining student evaluations as a cry for a more just and equitable society.

Winner of the 2003 American Educational Studies Association Critics' Choice Awards Winner of the 2003 Gustavus Myers Outstanding Book Award Did affirmative action programs solve the problem of race on American college campuses, as several recent books would have us believe? If so, why does talking about race in anything more than a superficial way make so many students uncomfortable? Written by college instructors from many disciplines, this volume of essays takes a bold first step toward a nationwide conversation. Each of the twenty-nine contributors addresses one central question: what are the challenges facing a college professor who believes that teaching responsibly requires an honest and searching examination of race? Professors from the humanities, social sciences, sciences, and education consider topics such as how the classroom environment is structured by race; the temptation to retreat from challenging students when faced with possible reprisals in the form of complaints or negative evaluations; the implications of using standardized evaluations in faculty tenure and promotion when the course subject is intimately connected with race; and the varying ways in which white faculty and faculty of color are impacted by teaching about race.

Presumed Incompetent is a pathbreaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. The narratives are filled with wit, wisdom, and concrete recommendations, and provide a window into the struggles of professional women in a racially stratified but increasingly multicultural America.

This book chronicles the experiences of faculty at predominantly white higher education institutions (PWI) by centering voices of racialized faculty across North America. Drawing on Critical Race Theory and critical, feminist, and auto-ethnographic approaches, the text analyzes those narratives, situating people’s words in a landscape of institutionalized racism within higher education. In order to support newer under-represented faculty, administrators committed to supporting faculty, and doctoral students interested in a future in higher education, the book offers strategies and implications for institutional reform and anti-racist faculty organizing/survival in academia. Despite claims by university administrations about commitments to diversity, this book demonstrates otherwise, offering counter-narratives from racialized faculty members who share their struggles.

Anti-racist Pedagogy in the Early Childhood Classroom conveys important information on how to effectively utilize Anti-Racist Pedagogy in early childhood classrooms. The book informs the higher education teacher on how to prepare pre-service teachers for addressing issues of race and racism in their classrooms.

bell hooks—feminist scholar, teacher, activist—implored instructors to see the classroom as a “radical space of possibility” where students and teachers work as partners in the pursuit of education as “collective liberation” from structures of domination. hooks’ call takes on more urgency today, as oppressive and dominant ideologies continue to perpetuate racial, economic, gender, and other social inequities both within the classroom and society at large. Through critical commentary reflections on classroom experiences and original teaching activities, the authors in bell hooks' Engaged Pedagogy for the 21st Century Classroom: Radical Spaces of Possibility provide inspiration for teachers with the will to learn and the courage to teach about intersecting systems of oppression in meaningful, radical ways. The goal of this collection is to carry forth hooks’ legacy of education as freedom and to serve as a guide that renews faith that “teaching to transgress” racist, sexist, and classist systems of oppression is not only possible, but is a first step in transforming the world.

For urban middle school Black girls to fit in educational settings and society they must be seen and understood in their unique ways. They must be able to utilize certain literacies that assist with navigating what they say and how they speak, their confidence, expressions, and identities, as Black girls in these settings. In The Influence of Dramatic Arts on Literacies for Black Girls in Middle School, York demonstrates the impact that practicing drama strategies has on foundational, digital, and identity literacies for middle school Black girls. Personal stories of Black girls are shared on how drama strategies help them navigate discrimination, racist and misogynistic slurs, and even support their self confidence and public speaking. The basis of these stories are told through a Black feminist thought lens, which York uses to take readers through surprising drama strategies that Black girls adopt to help them become resilient and confident while embracing themselves fully. Readers will see the benefits of Black girls practicing drama in a safe space guided by a drama teacher that is a Black women who chooses culturally relevant pedagogy for her students.

Narratives of South Asian and South Asian American Social Justice Educators carries the voices of faculty in higher education. Caught between the stereotypes of the model minority and invisibleness, the authors narrate their triumphs, trials and tribulations as social justice educators in US teacher education and in allied fields. Their autoethnography-based narratives substantiate that a racial America is far from over. Stemming from their experiences in classrooms and in the community, the authors offer usable strategies to educators and administrators, with the objective of creating a socially just society.