Recognize your implicit biases and remediate your racial illiteracy

Recognize your implicit biases and remediate your

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“Recognize your implicit biases and remediate your racial illiteracy”, “Meaningfully integrate diverse cultures and peoples into the curriculum”, and “Be aware that stereotype threat may be occurring among some students of colors” are just a few of the suggestions given to transform the classroom and make a more welcoming learning environment. With regard to interest convergence, college campuses can continue to create safe havens for students of color with various cultural centers and finding new/innovative ways to lend support to these students when it comes to their needs. Harris & Bensimon (2007) propose and discuss using an “equity scorecard” to keep track of the ways colleges are increasing and following up with equitable learning outcomes for all students. Since equity focuses on the fulfilling of needs for individuals and various groups of students, special attention to detail and care must be taken to enforce and track it. The equity scorecard is a promising approach because it can provide lucrative details on how well groups of students are doing that may start at a given college/university more behind than other students. Each of these proposed items may seem taxing but are necessary for progression inside and outside of the classroom and to see a diminishment of white supremacy at least at the collegiate/university level. 6
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WHITE SUPREMACY IN HIGHER EDUCATION References Bonilla-Silva, E., & Dietrich, D. (2011). The sweet enchantment of color-blind racism in Obamerica. The ANNALS of the American Academy of Political and Social Science , 634 (1), 190-206. Bonilla-Silva, E., & Forman, T. A. (2000). “I am not a racist but...”: Mapping white college Students' Racial Ideology in the USA. Discourse & society , 11 (1), 50-85. Harper, S. R., & Davis III, C. H. (2016). Eight actions to reduce racism in college classrooms. Academe , 102 (6), 30. Harper, S. R., Patton, L. D., & Wooden, O. S. (2009). Access and equity for African American students in higher education: A critical race historical analysis of policy efforts. Journal of Higher Education, 80(4), 389-414. Harris, F., & Bensimon, E. M. (2007). The equity scorecard: A collaborative approach to assess and respond to racial/ethnic disparities in student outcomes. New directions for student services , 2007 (120), 77-84. Museus, S. D., Yee, A. L., & Lambe, S. A. (2011). Multiracial in a monoracial world: Student stories of racial dissolution on the colorblind campus. About Campus , 16 (4), 20-25. Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology , 15 (2), 183. Tatum, B. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review , 62 (1), 1-25. Wilder, C. S. (2014). Ebony and ivy: Race, slavery, and the troubled history of America's universities . Bloomsbury Publishing USA. 7
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  • Winter '17
  • mark koenig

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