Suchergebnisse

Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- FOREWORD -- WHY WE ARE WRITING THIS BOOK -- INTRODUCTION -- TIME OUT TO TALK Tonya Asks Steve a Hard Question -- CHAPTER 1 Racial Literacy: A Guiding Concept -- TIME OUT TO TALK Adding Katy to the Team -- CHAPTER 2 Starting with Ourselves -- TIME OUT TO TALK Discussing Challenges in Writing a Book Together -- CHAPTER 3 Helping Students Teach Us About Who They Are -- TIME OUT TO TALK Tonya and Katy Discuss Listening to Students -- CHAPTER 4 Building Criticality for Students-and Teachers -- TIME OUT TO TALK Steve's Frustrations -- CHAPTER 5 Promoting Student Voice and Independence -- TIME OUT TO TALK Continuing to Learn -- CHAPTER 6 Creating Interrupters -- EPILOGUE -- APPENDIX 1 Equity Warriors Past and Present -- APPENDIX 2 The Prevalence of Racism in American Education -- APPENDIX 3 Online Resources -- APPENDIX 4 Important Books on Antiracism and Equity -- REFERENCES -- INDEX -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y -- Z.

The research journey -- Remember, reclaim, reimagine -- Rituals of resistance -- An ontological fight for freedom -- Institutionalized racism in Oakland Unified School District -- Christopher P. Chatmon : in service of our sons -- Unapologetically Black -- Pedagogy of patience -- Elevating empowerment -- Charles Wilson : reflective resistance -- Jean Wing : radical inquiry -- Superintendent Antwan Wilson : learning leadership -- Obasi Davis : new generation of education -- Engage, encourage, & empower school districts to transform

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Foreword -- Preface: The Person behind the Pen -- Acknowledgment -- Chapter 1: The Research Journey -- A Quest for Answers -- Methodology -- Notes -- Chapter 2: Remember, Reclaim, Reimagine -- Making Race/ism -- Remaking Schools -- Notes -- Chapter 3: Rituals of Resistance -- Chapter 4: An Ontological Fight for Freedom -- Human History -- Illegal to Learn -- Forbidden to Teach -- State of Emergency -- Notes -- Chapter 5: Institutionalized Racism in Oakland Unified School District -- The School District's DNA -- Voluntary Resolution Agreement -- AAMA Is Alone -- Notes -- Chapter 6: Christopher Chatmon: In Service of Our Sons -- Engage, Encourage, Empower -- Read to Lead -- Counter-Narratives of Black Brilliance -- A Labor of Black Love -- Theory of Change -- The Gold C -- Movement Building -- We Are Kings -- Notes -- Chapter 7: Unapologetically Black -- Student Surveys -- Community-Based Writing Workshops -- Dream Work -- Fighting Miseducation -- Living Transformations -- Healing Our Hope -- Notes -- Chapter 8: Pedagogy of Patience -- Building Success -- Groundbreaking -- Collective Accountability -- Unlock It -- Time to Grow -- Notes -- Chapter 9: Educational Empowerment -- Homegrown Educators -- Dare to Dream -- Notes -- Chapter 10: Charles Wilson: Reflective Resistance -- Reproducing Inequality -- Underbelly of School Reform -- Conspiracy of Care -- Reframe Resources -- Notes -- Chapter 11: Superintendent Antwan Wilson: Lessons in Leadership -- Dysfunctional Organization -- No Excuses -- Thurgood Marshall -- Breaking Barriers -- Become the Change -- Chapter 12: Obasi Davis: New Generation of Education -- Unstoppable Greatness -- Flesh and Bone -- Microresistance -- Teaching Matters -- Note -- Chapter 13: Engage, Encourage, and Empower School Districts to Transform

This article considers the use of racial equity analysis, or racial equity planning, as a tool to remedy the inequality that has been structured into the built environment through past and ongoing discriminatory and racially insensitive land use regulations and planning. It describes the history of land use planning in the United States, the resulting legacy of exclusionary practices, and the need to explicitly address racial inequities in American cities by considering the impacts of large-scale planning projects. As an illustration, the author describes a racial disparity report that studied the likely effects of a proposed development in the Gowanus neighborhood of Brooklyn, N.Y. The article also discusses the promise, limitations, and possible unintended consequences of racial equity planning, including NIMBYism and the use of studies to thwart development generally.

Corporations, governments, and research institutions have learned to harness the power of data to make strategic and operational decisions that drive profitability, efficiency, and efficacy. Making meaningful use of an unprecedented and expanding volume of high velocity, complex and variable data sets—so called "big data—has also been heralded to help solve social problems like human trafficking, homelessness and climate change. Despite this data deluge, those engaged in the advancement of racial equity in workforce development operate in a data desert. Structural barriers to workplace opportunity and advancement perpetuate racialized gaps in wages and household wealth and result in poorer outcomes for workers of color across all measures of economic, physical, social, and emotional health. In the absence of reliable data and established metrics by which to measure progress toward eradicating those barriers, workplace racial inequity will continue to flourish. This article proposes a framework for using data to advance racial equity across the workforce development ecosystem, a socio-economic community supported by organizations and individuals who educate, train, prepare, hire, place and support workers on the job. Based on findings from a year-long qualitative research study in Baltimore, few within the workforce ecosystem systematically collect, disaggregate, and analyze data to measure the impact of their policies, practices, and programs. One reason for this data desert is a reported fear of legal liability given Supreme Court jurisprudence restricting the consideration of race in higher educational admissions, hiring, and occupational advancement. This article seeks to clarify the legal legitimacy of a data analytics framework designed to generate meaningful and measurable outcomes for workers of color while holding all stakeholders accountable in the collective mission of dismantling racial inequity.

In the 1980s, interest in entrepreneurship and innovation experienced significant growth in the United States. As a result, many federally funded programs were created to broaden support for entrepreneurship, from small business grants to entrepreneurship training programs. The increase and large-scale adoption of STEM entrepreneurship programs offers the unique opportunity to examine how these programs can seek to advance racial equity in STEM entrepreneurship programs. The goal of this study was to understand the experiences of racially minoritized participants in a STEM entrepreneurship training program (I-Corps), to identify ways to increase diversity and inclusion in the innovation pipeline. We examined the experiences of 13 racially minoritized academic researchers using semi-structured interview approaches grounded in intersectionality theory. The research question that guided this study was, How do racially minoritized academic researchers experience a STEM entrepreneurship training program? Four themes emerged from the data: 1) structural barriers impacted participant experiences; 2) the rigorous environment and intense climate had negative and positive impacts on participant experience; 3) entrepreneurial identity, mindset, and prior experience impacted participant experience and persistence in entrepreneurial programming; and 4) participants articulated specific takeaways and recommendations for the program. Overall, these findings offer STEM entrepreneurship programs insight into how to design supportive, effective, entrepreneurial, and innovative programs that encourage diversity and inclusivity for all.

Intro -- Title Page -- Copyright -- Contents -- About the Downloads -- About the Authors -- About the Contributors -- Preface -- Acknowledgments -- Chapter 1 Current Issues and Challenges -- Chapter 2 Racial Healing as a Pathway to Racial Equity -- Chapter 3 Creating a Shared Language -- Chapter 4 Whiteness in Early Childhood Education -- Chapter 5 Historical Trauma -- Chapter 6 Suspensions and Expulsions in Early Childhood Education -- Chapter 7 The Role of Culturally Responsive Anti-Bias Education -- Chapter 8 Culturally Responsive Family Engagement -- Chapter 9 Equity-Aligned Uses of Data Collection and Data Systems in Early Childhood Education -- Chapter 10 Positive Racial Identity Development -- Chapter 11 A Transformed Early Childhood System -- Chapter 12 Systems Change -- Afterword -- Appendix A Positive Racial Identity Development: First Person Voices -- Appendix B Anti-Racist Resources -- Bibliography -- Index.