Purpose
The purpose of this article is to discuss the qualitative research of the authors, who looked at the experiences of graduate students from an educational leadership program as they implemented their action research. (Jacobs, Yamamura, Guerra, & Nelson, 2013, p. 91). The graduates focus on becoming a leader for social justice in their individual schools. The research explores the issues and successes of implementation through critical race theory lens. CRT can be applied “to explore dimensions of race, power, and privilege” (Jacobs et al., 2013, p. 91). Stated by Delgado and Stefancic, (2001); Ladson-Billings, (1999) “A critical race perspective entails recognition that racism is a normal and common aspect that shapes society. Race is deeply embedded in social, cultural, and political structures, thus making it difficult to recognize and address” (as cited in Patton, McEwen, Rendon, & Howard-Hamilton, 2007, p. 43).
The audience to whom this paper has been written could be to two or more different groups with the same interest in becoming or creating leaders for social justice (LSJ), who want to make changes on their campus in the areas of equity and diversity of students (Jacobs et al., 2013). One group are those interested creating a successful action research project for students in an educational leadership program. A second group are those that could gain knowledge from this research such as principals and administrators who are responsible for the approval and support of the implementation of action research. The principals and administrator “often did not actively or explicitly resist their social justice work; however, by not actively supporting their work the emerging leaders faced many roadblocks” (Jacobs et al...
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...e to enroll a more diverse population of students, social justice issues will change and leader will need to be prepared to reflect and understand many different points of view in order to be effective in their roles.
References
Jacobs, J., Yamamura, E., Guerra, P. L., & Nelson, S. W. (2013, January). Emerging leaders for social justice: Negotiating the journey through action research. Journal of School Leadership, 91-121. Retrieved from http://catalog2.nmsu.edu:2148/ps/i.do?action=interpret&id=GALE%7CA345073117&v=2.1&u=nm_a_nmlascr&it=r&p=EAIM&sw=w&authCount=1
Patton, L. D., McEwen, M., Rendon, L., & Howard-Hamilton, M. F. (2007). Critical race perspectives on theory in student affairs. New Direction for Student Services, 39-53. http://dx.doi.org/ DOI: 10.1002/ss
Suter, N. W. (2012). Introduction to Educational Research. Thousand Oaks, CA: SAGE Publications.
Although some like Conor Friedersdorf, of the Atlantic, categorized students as “intolerant bullies, (34)” meaning that the reasons for protests were not really reasons at all. Chang argues that the issues students are expressing need to be improved upon as if not, we will continue to go round and round in this vicious cycle. The addition of the apartheid in South Africa backs up Chang’s argument as there is a consensus of it being a serious issue. This explains why he included this piece of history and how it relates to college campuses. Encouraging critics to listen to students, just as Meyer did to those of color, is the only way to prevent today's youth from bring up the same issues in future years. Just as Chang predicted, the next school year brought protesters to hundreds of colleges and universities. What happened at Mizzou was just the beginning of a country wide movement for racial justice on campuses that hasn’t stopped
Eduardo Bonilla-Silva and Sue both demonstrate from their research that Whites do not comprehend the impact of their unconscious biases. These biases towards students of colour in a white-based post-secondary school environment can result in stress and weak interracial relationships. This is an issue since the significance of these everyday actions is not fully recognized and acknowledged. I will elaborate on a variety of examples, specifically the influence of the peers, and faculty.
Leading organizations of school administrators offer educators various opportunities to encourage educators to become leaders. No Child Left Behind Act of 2001 (NCLB) has mandated that leaders be better prepared for the task of providing quality education to all. NCLB “… is forcing all educational stakeholders to face the weakness of contemporary school leadership and is making it impossible to ignore the need for higher quality principals” (Hale & Moorman, 2003, p.1). It is believed that all educators can be and are leaders in their own right. A leader is a visionary and has the ability to inspire others to aspire to greatness. Of the numerous opportunities that are offered, those that are most beneficial include but are not limited to leadership training programs, professional development, and creating shared leadership opportunities for teachers to become leaders. The systems “…that produce our nation’s principals are complex and interrelated – and governed by the states. Each state establishes licensing, certification and re-certification” (Hale & Moorman, 2003, p.1). States use the ISLLC standards “…as the framework for preparation programs and in service professional development of school superintendents, principals, and other leaders” (Hale & Moorman, 2003, p.3).
Over the years there has been a significant decrease in the percentage of African American male success in higher education. Not only does this effect society as a whole, but more importantly this effects the African- American community as well. The high percentage of uneducated African- American males will result in increased crime rate, shortened life span and overall hard life. However this epidemic can be stopped by looking at the contributing factors of why there is a decrease in African-American male success in higher education and how to change it. Throughout the paper I will be addressing the issues as to why there are not more black men in higher education, by looking at the contributing factors such as environmental stressors, student’s perceptions, racial identity issues, academic and social integration, family upbringing and the media. The attrition rate of African- American male students could be changed and decreased drastically. Increasing our understanding of these differences would enable us to better meet the needs of young black men.
As an African American male, I experienced inequality, and judgment from individuals that have no idea what kind of person I truly am. As a youth, I received a lackluster education, which has resulted in me underachieving in a number of my college classes. It has come to my attention that other colored students are currently experiencing and receiving the same inadequate learning environment and educatio...
Green, Makiah. “I’m a Scholar, Not a Criminal: The Plight of Black Students at USC.”
Critical Race Theory in education recognizes that Race and racism are prevalent and significant in the American school system. This particular theory has been used to understand the oppressive aspects of society based on race, culture and language in order to generate transformation in schools as well as in society (Sólorzano & Yosso, 2001).
Signithia Fordham and John Ogbu’s Black Students’ School Success Coping with the” Burden of action
I am deeply committed to social activism; the words of Desmond Tutu inform my actions every day: “If you are neutral in situations of injustice, you have chosen the side of the oppressor.” At Phillips Academy, I am active in Women’s Forum, BOSS Magazine, and GSA.These activities give me the opportunity to speak out on issues such as race, feminism, LGBTQ+ rights, and intersectionality, but as much I value discussion, I would like to move beyond mere conversation; I want to do something. I want my life and my work to make a difference in the world.
Howard, A. S., & Solberg, S. H. (2006). School-based social justice: The achieving success identity path-ways program. Professional School Counseling, 9(4), 278-287.
All societies are inevitably involved, one way or the other, in some form of social change (York Region District School Board, N.d). As YRDSB (N.d) continues to state, this change may either be visible, or very subtle, or slow, as to suggest the fact that society may not be aware of it. The end result of social change as afforded by Leadership Paradigms (2014) is to provide solutions that address underlying societal issues across multiple levels that touch on individuals, institutions, and the community at large. But how exactly can social change itself be defined? Florida International Univerity (2014) perhaps offers a conclusive definition of this singularity, terming social change as the “alteration of cultural patterns, societal behaviors and structures over time.” YRDSB (N.d), also shares a similar definition of social change by defining social change as the manner in which society is organized, and the beliefs and practices that characterize the people who constitute it. Examples of social change as stated by Leadership Paradigms (2014) include; attitudes, policies, laws, behaviors, etc., each of which contribute to the promotion of diversity, inclusion, and fairness. The principal aim of this research paper is to present and discuss some of the forces that promote social change.
Phillip, Mary-Christine. "Yesterday Once More: African-Americans Wonder If New Era Heralds," Black Issues in Higher Education. (July 1995).
The University of Toledo Levis Leadership program recently played a game called StarPower. Students initially drew five chips of varying values from a bag and then had the opportunity to trade. After trading, students were broken into three groups based off of their chip values: the lowest point values triangles, middle point values circles, and upper point values squares. Then there was a series of other rounds where students had the chance to improve their placement. The final round began with the squares setting new rules for the game and ended with the circles and triangles working together to face oppression. StarPower is important as it focuses on societal values, personal actions and perspectives, and developing leadership.
Achieving diversity on college campuses does not require equal numbers of students from different ethnicities. The diversity we seek, and the future of the nation, depend on colleges and universities to continue to be able to reach out and make a conscious effort to build healthy and diverse learning environments for their students. The success of higher education and the strength of our country depend on it.
Not only do we need to understand the ‘issue’ or ‘societal problem’ that many people face and are impacted by every day, but we need to meet and work alongside those whose daily realities are shaped by injustices, while not creating any divides or barriers in the process. Everyday people are affected by the issues that organizations fight for or against, and once we realize how people-centered things like advocacy, outreach and service are, I believe young people will realize their call to action and their potent...