James Baldwin (1998) described whiteness as “the big lie” of American society where the belief in... more James Baldwin (1998) described whiteness as “the big lie” of American society where the belief in the inherent superiority of white people allowed for, emboldened, and facilitated violence against People of Color. In the post-Civil Rights era, scholars reframed whiteness as an invisible, hegemonic social norm, and a great deal of education scholarship continues to be rooted in this metaphor of invisibility. However, Leonardo (2020) theorized that in a post-45 era of “whitelash” (Embrick et al., 2020), “post-colorblindness” is more accurate to describe contemporary racial stratification whereby whiteness is both (a) more visible and (b) increasingly appealing to perceived injuries of “reverse racism.” From this perspective, we offer three theoretical concepts to guide the future of whiteness in education scholarship. Specifically, we argue that scholars critically studying whiteness in education must explicitly: (1) address the historicity of whiteness, (2) analyze the public embrace...
One cannot have marginalization without a marginalizer group. Therefore, one cannot understand th... more One cannot have marginalization without a marginalizer group. Therefore, one cannot understand the racially oppressed without an appreciation for systemic white supremacy. Within this context, this chapter explores the process by which racial marginalization has been created and structured historically. We identify four White hegemonic alliances that have been centrally important in the racial oppression of People of Color in the United States: (1) Bacon’s Rebellion and the formation of Whiteness, (2) Reconstruction, (3) post-Civil Rights era, and (4) Trump administration. Each of these areas solidified an alliance between wealthy and working-class Whites aligned in oppressing People of Color. We demonstrate how these hegemonic alliances are largely predicated upon appeals to White injury coupled with an antiminority ideological orientation.
Family connections are critical for Native student persistence, yet families’ voices are absent i... more Family connections are critical for Native student persistence, yet families’ voices are absent in research. Using an Indigenous-specific version of educational debt, land debt, we center familial perspectives by exploring the financial struggles among Native families as their students transition to a Predominately White Institution. Findings indicate that Indigenous families experienced fear and frustration surrounding college affordability and the financial aid process. Regardless, these Native families made extreme sacrifices in paying for college. These findings were contextualized within the economic conditions created by land theft from Indigenous peoples. Returning to land debt, we argue that institutions need to begin from a perspective of what is owed to Native peoples in their policy decisions. That is, such decisions should take account of the benefits historically accrued by institutions residing on forcibly taken Indigenous land, and then examine how that debt can be re...
The issue of underrepresentation of males of color in higher education has garnered a great deal ... more The issue of underrepresentation of males of color in higher education has garnered a great deal of attention from scholars across the nation (Harper, 2012; Ponjuan, Clark, Sáenz, 2012; Sáenz & Ponjuan, 2009), but there continues to be a lack of critical dialogue and scholarship that talks about how a group that is systematically privileged (men) can concurrently be underrepresented (college). Additionally, there is a very limited empirical and theoretical foundation to base this work upon.
Teachers College Record: The Voice of Scholarship in Education, 2019
Background/Context With a rationale informed by the demographic imperative, the resegregation of ... more Background/Context With a rationale informed by the demographic imperative, the resegregation of public schools, and our positionalities as researchers, we understand both the high stakes and the complexity of capacitating White preservice and in-service teachers capable of anti-racist praxis and race-visible teaching and learning in public school classrooms. Purpose/Objective/Research Question/Focus of Study Deploying the framework of colorblind racism, we systematically reviewed race-evasive White teacher identity studies and answered the question: What can we learn from 25 years of research? Research Design In using the method called the synoptic text, we engaged electronic databases, with special emphasis on ERIC EBSCOhost. The simple and general search term “White teachers” conducted using year-by-year parameters provided the most systematic net for capturing relevant studies. In narrowing our focus, we developed the following criteria: (a) White teachers as central topic, (b) ...
James Baldwin (1998) described whiteness as “the big lie” of American society where the belief in... more James Baldwin (1998) described whiteness as “the big lie” of American society where the belief in the inherent superiority of white people allowed for, emboldened, and facilitated violence against People of Color. In the post-Civil Rights era, scholars reframed whiteness as an invisible, hegemonic social norm, and a great deal of education scholarship continues to be rooted in this metaphor of invisibility. However, Leonardo (2020) theorized that in a post-45 era of “whitelash” (Embrick et al., 2020), “post-colorblindness” is more accurate to describe contemporary racial stratification whereby whiteness is both (a) more visible and (b) increasingly appealing to perceived injuries of “reverse racism.” From this perspective, we offer three theoretical concepts to guide the future of whiteness in education scholarship. Specifically, we argue that scholars critically studying whiteness in education must explicitly: (1) address the historicity of whiteness, (2) analyze the public embrace...
One cannot have marginalization without a marginalizer group. Therefore, one cannot understand th... more One cannot have marginalization without a marginalizer group. Therefore, one cannot understand the racially oppressed without an appreciation for systemic white supremacy. Within this context, this chapter explores the process by which racial marginalization has been created and structured historically. We identify four White hegemonic alliances that have been centrally important in the racial oppression of People of Color in the United States: (1) Bacon’s Rebellion and the formation of Whiteness, (2) Reconstruction, (3) post-Civil Rights era, and (4) Trump administration. Each of these areas solidified an alliance between wealthy and working-class Whites aligned in oppressing People of Color. We demonstrate how these hegemonic alliances are largely predicated upon appeals to White injury coupled with an antiminority ideological orientation.
Family connections are critical for Native student persistence, yet families’ voices are absent i... more Family connections are critical for Native student persistence, yet families’ voices are absent in research. Using an Indigenous-specific version of educational debt, land debt, we center familial perspectives by exploring the financial struggles among Native families as their students transition to a Predominately White Institution. Findings indicate that Indigenous families experienced fear and frustration surrounding college affordability and the financial aid process. Regardless, these Native families made extreme sacrifices in paying for college. These findings were contextualized within the economic conditions created by land theft from Indigenous peoples. Returning to land debt, we argue that institutions need to begin from a perspective of what is owed to Native peoples in their policy decisions. That is, such decisions should take account of the benefits historically accrued by institutions residing on forcibly taken Indigenous land, and then examine how that debt can be re...
The issue of underrepresentation of males of color in higher education has garnered a great deal ... more The issue of underrepresentation of males of color in higher education has garnered a great deal of attention from scholars across the nation (Harper, 2012; Ponjuan, Clark, Sáenz, 2012; Sáenz & Ponjuan, 2009), but there continues to be a lack of critical dialogue and scholarship that talks about how a group that is systematically privileged (men) can concurrently be underrepresented (college). Additionally, there is a very limited empirical and theoretical foundation to base this work upon.
Teachers College Record: The Voice of Scholarship in Education, 2019
Background/Context With a rationale informed by the demographic imperative, the resegregation of ... more Background/Context With a rationale informed by the demographic imperative, the resegregation of public schools, and our positionalities as researchers, we understand both the high stakes and the complexity of capacitating White preservice and in-service teachers capable of anti-racist praxis and race-visible teaching and learning in public school classrooms. Purpose/Objective/Research Question/Focus of Study Deploying the framework of colorblind racism, we systematically reviewed race-evasive White teacher identity studies and answered the question: What can we learn from 25 years of research? Research Design In using the method called the synoptic text, we engaged electronic databases, with special emphasis on ERIC EBSCOhost. The simple and general search term “White teachers” conducted using year-by-year parameters provided the most systematic net for capturing relevant studies. In narrowing our focus, we developed the following criteria: (a) White teachers as central topic, (b) ...
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