Through a Glass Darkly: The Persistence of Race in Education Research & Scholarship

Posted in Articles, Media Archive, Teaching Resources on 2012-05-03 19:53Z by Steven

Through a Glass Darkly: The Persistence of Race in Education Research & Scholarship

Educational Researcher
Volume 41, Number 4 (May 2012)
Pages 115-120
DOI: 10.3102/0013189X12440743

Gloria Ladson-Billings
, Professor of Curriculum and Instruction and Educational Policy Studies
University of Wisconsin, Madison

Although education researchers understand that race is a problematic concept of spurious value, the concept persists in our research and scholarship. Each of the social sciences that contribute to the field of education has a history of racialized understandings that make their way to both our research and practice. Until we begin to carefully examine the way race and racialized thinking influence our work, we will continue to perpetuate destructive thinking about the capabilities of learners based on race.

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Mixed-Race School-Age Children: A Summary of Census 2000 Data

Posted in Articles, Census/Demographics, Media Archive, Politics/Public Policy, Social Science, United States on 2009-12-12 19:39Z by Steven

Mixed-Race School-Age Children: A Summary of Census 2000 Data

Educational Researcher
Volume 32, Number 6 (2003)
pages 25-37
DOI: 10.3102/0013189X032006025

Alejandra M. Lopez-Torkos, Social Scientist
SRI International

On the 2000 Census, people were allowed to identify themselves and their children by more than one race. This article examines these data to document the mixed-race population of children in the United States. Using data from California as an example, I consider various methods for tabulating or “counting” multiple-response race data, noting the impact of each strategy on demographic conclusions. I also discuss how federal guidelines on race classification will influence the collection and organization of race data in the field of education. Given the increasing prevalence of mixed-race youth, it is critical that we examine our ways of talking about and studying race and ethnicity in schools, allowing for fluidity and multiplicity in racial-ethnic identification.

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