Lies, Myths, Stock Stories, and Other Tropes: Understanding Race and Whites' Policy Preferences in Education

Autor/in	Donnor, Jamel K.
Titel	Lies, Myths, Stock Stories, and Other Tropes: Understanding Race and Whites' Policy Preferences in Education
Quelle	In: Urban Education, 56 (2021) 10, S.1619-1636 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915620651
Schlagwörter	Race; Critical Theory; Preferences; Educational Policy; Whites; Racial Attitudes; Equal Education; Educational Opportunities; College Admission; Student Diversity; Admission Criteria; Minority Group Students; Females; Political Attitudes; Court Litigation; Misconceptions; College Applicants; Affirmative Action; Texas + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Politics of education; Bildungspolitik; White; Weißer; Rassenfrage; Bildungsangebot; Bildungschance; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Weibliches Geschlecht; Political attitude; Politische Einstellung; Rechtsstreit; Missverständnis; College applications; Studienbewerber
Abstract	Despite being academically unqualified for admission to the University of Texas at Austin, Abigail Fisher, a White female, argued that she was not admitted due to the university's diversity policy. In addition to framing postsecondary admissions as a zero-sum phenomenon, Ms. Fisher intentionally frames students of color who are admitted to the University of Texas at Austin as academically unqualified. The purpose of this article is to examine Ms. Fisher's arguments against the University of Texas' diversity policy as presented in "Fisher v. University of Texas" from a critical race theoretical perspective. In addition to obfuscating the fact that admission to the top colleges and universities in the United States has become more competitive, Ms. Fisher's anti-diversity arguments are also consistent with a racial ideology and socially conservative agenda that frames people of color as undeserving of the opportunities traditionally associated with White people. The goal of this article is not only to situate "Fisher v. University of Texas" as a strategic project of Whiteness, but to also discuss what critical race theory can still teach scholars and researchers concerned with racial inequality in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01