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AutorenVue, Rican; Haslerig, Siduri Jayaram; Allen, Walter R.
TitelAffirming Race, Diversity, and Equity through Black and Latinx Students' Lived Experiences
QuelleIn: American Educational Research Journal, 54 (2017) 5, S.868-903 (36 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0002-8312
DOI10.3102/0002831217708550
SchlagwörterRace; Cultural Differences; Diversity (Institutional); Student Diversity; Equal Education; Critical Theory; Affirmative Action; Politics of Education; Semi Structured Interviews; Access to Education; Alumni; Graduate Surveys; College Students; Ideology; African American Students; Hispanic American Students; Student Experience; Racial Relations; School Policy; College Admission; Admission Criteria; Resistance (Psychology); Discourse Analysis; Socioeconomic Status; Cultural Pluralism
AbstractImmediately after President Obama's successful campaign, many hypothesized that the United States had entered a post-racial era. This study uses critical race theory to examine how high-achieving Black and Latinx college students make meaning of and navigate affirmative action policy discourses in an era of colorblind racial politics. Semi-structured interviews with 46 alumni of two race-conscious college access programs illustrate how participants employ a race-conscious framework that affirms the reality of race-conscious policies. Their discourse addressing race, intersectionality, and equity disrupts colorblind ideology. Connecting our analysis to the current social landscape, we argue intersectionality offers a framework for engaging politics of accountability. In the conclusion, we conceptually distinguish between post-racial era conditions and post-race (or post-racist) aspirations. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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