In this compelling book the author contends that social equity--specifically racial equity--is a nervous area of government. Over the course of history, this nervousness has stifled many individuals and organizations, thus leading to an inability to seriously advance the reduction of racial inequities in government. The author asserts that until this nervousness is effectively managed, public administration social equity efforts designed to reduce racial inequities cannot realize their full potential.
The current socio-political moment—rife with racial tensions and overt bigotry—has exacerbated longstanding racial inequities in higher education. While educational scholars have developed conceptual tools and offered data-informed recommendations for rooting out racism in campus policies and practices, this work is largely inaccessible to the public. At the same time, practitioners and policymakers are increasingly called on to implement quick solutions to what are, in fact, profound, structural problems. Racial Equity on College Campuses bridges this gap, marshaling the expertise of nineteen scholars and practitioners to translate research-based findings into actionable recommendations in three key areas: university leadership, teaching and learning, and student and campus life. The strategies gathered here will prove useful to institutional actors engaged in both real-time and long-term decision-making across contexts—from the classroom to the boardroom.
In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.
Interrupting Racism provides school counselors with a brief overview of racial equity in schools and practical ideas that a school-level practitioner can put into action. The book walks readers through the current state of achievement gap and racial equity in schools and looks at issues around intention, action, white privilege, and implicit bias. Later chapters include interrupting racism case studies and stories from school counselors about incorporating stakeholders into the work of racial equity. Activities, lessons, and action plans promote self-reflection, staff-reflection, and student-reflection and encourage school counselors to drive systemic change for students through advocacy, collaboration, and leadership.
An overview of critical conceptual approaches to water justice, illustrated with global historic and contemporary case studies of socio-environmental struggles.
While we are all familiar with the lives of prominent Black civil rights leaders, few of us have a sense of what is entailed in developing a White anti-racist identity. Few of us can name the White activists who joined the struggle against discrimination, let alone understand the complexities, stresses and contradictions of doing this work while benefiting from the privileges they enjoyed as Whites. This book fills that gap by vividly presenting – in their own words – the personal stories, experiences and reflections of fifteen prominent White anti-racists. They recount the circumstances that led them to undertake this work, describe key moments and insights along their journeys, and frankly admit their continuing lapses and mistakes. They make it clear that confronting oppression (including their own prejudices) – whether about race, sexual orientation, ability or other differences – is a lifelong process of learning. The chapters in this book are full of inspirational and lesson-rich stories about the expanding awareness of White social justice advocates and activists who grappled with their White privilege and their early socialization and decided to work against structural injustice and personal prejudice. The authors are also self-critical, questioning their motivations and commitments, and acknowledging that – as Whites and possessors of other privileged identities – they continue to benefit from White privilege even as they work against it.This is an eye-opening book for anyone who wants to understand what it means to be White and the reality of what is involved in becoming a White anti-racist and social justice advocate; is interested in the paths taken by those who have gone before; and wants to engage reflectively and critically in this difficult and important work.Contributing AuthorsWarren J. BlumenfeldAbby L. FerberJane K. FernandesMichelle FineDiane J. GoodmanPaul C. GorskiHeather W. HackmanGary R. HowardKevin JenningsFrances E. KendallPaul KivelJames W. LoewenPeggy McIntoshJulie O’MaraAlan RabinowitzAndrea RabinowitzChristine E. Sleeter
In this updated edition, two distinguished early childhood educators tackle the crucial topic of what White children need and gain from anti-bias and multicultural education. The authors propose seven learning themes to help young White children resist messages of racism and build identity and skills for thriving in a country and world filled with diverse ways of being. This compelling text includes teaching strategies for early childhood settings, activities for families and staff, reflection questions, a record of 20th- and 21st-century White anti-racism activists, and organizational and website resources. Bringing this bestselling guide completely up to date, the authors: Address the current state of racism and anti-racism in the United States, including the election of the first African American president and the rise of hate groups. Review child development research with a particular emphasis on recent observational studies that show how White children enact racial power codes. Discuss implementation of the core learning themes in racially diverse early childhood education settings, state standards for preschools and pre-K classrooms, and NCLB pressures on early childhood teaching. Update all resources and appendices, including reading lists and websites for finding resources and organizations engaged in anti-racism work. Louise Derman-Sparksis a past faculty member at Pacific Oaks College in Pasadena, California and the co-author ofTeaching/Learning Anti-Racism. Louise presents conference keynotes, conducts workshops, and consults throughout the United States and internationally.Patricia G. Ramseyis Professor of Psychology and Education at Mount Holyoke College in South Hadley, Massachusetts and author ofTeaching and Learning in a Diverse World. Praise for the First Edition— “Derman-Sparks and Ramsey offer an ‘alternative vision’ for white identity that breaks the mold….The current status of our anti-bias work demands we read [this book] and use it well” —From the Foreword byCarol Brunson Day “A dynamic blend of child development theory, social history, and the best pedagogical practice from two distinguished social justice educators—every teacher of young children should read it!” —Beverly Daniel Tatum, President, Spelman College “An accessible, practical, and essential tool for every teacher of young white children. I especially appreciated the concrete suggestions and abundance of resources from two of early childhood education’s most experienced teachers.” —Paul Kivel, educator and author ofUprooting RacismandI Can Make My World a Safer Place “By starting with a strong sense of identity that is not race-based, children can move forward to cultivate an anti-racist culture. This book offers caregivers excellent frameworks and tools to make this happen.” —TC Record
A half century after the Fair Housing Act, despite ongoing transformations of the geography of privilege and poverty, residential segregation by race and income continues to shape urban and suburban neighborhoods in the United States. Why do people live where they do? What explains segregation’s persistence? And why is addressing segregation so complicated? The Dream Revisited brings together a range of expert viewpoints on the causes and consequences of the nation’s separate and unequal living patterns. Leading scholars and practitioners, including civil rights advocates, affordable housing developers, elected officials, and fair housing lawyers, discuss the nature of and policy responses to residential segregation. Essays scrutinize the factors that sustain segregation, including persistent barriers to mobility and complex neighborhood preferences, and its consequences from health to home finance and from policing to politics. They debate how actively and in what ways the government should intervene in housing markets to foster integration. The book features timely analyses of issues such as school integration, mixed income housing, and responses to gentrification from a diversity of viewpoints. A probing examination of a deeply rooted problem, The Dream Revisited offers pressing insights into the changing face of urban inequality.
Recipient of the 2022 Excellence in Equity Award! It is not enough to be against racism in education teachers must be actively antiracist. Yet how do we start reflecting on our own beliefs and lives so we can truly teach for racial literacy? In the award-winning Teaching for Racial Equity: Becoming Interrupters, authors Tonya Perry, Steven Zemelman, and Katy Smith engage in honest conversations between educators of color and their white colleagues. Authentic, inspiring, and sometimes uncomfortable, teachers share stories of personal histories and experiences that shaped them as people and educators.In this book you will find: Strategies to understand different backgrounds through a racial lens and ways to address potentially difficult conversations with fellow educators In-depth overview of Yolanda Sealey-Ruiz’s Archaeology of SelfTM and how it can be personally and professionally adopted Lists of resources for teaching about and actively interrupting racism in education and tools that document systemic inequalities in the classroom Ways to facilitate student-led conversations which examine race and inequitable conditions found nationwide By examining inequalities found at a systemic level, teachers can start to remove some of their internal biases and allow students to show who they truly are. In turn, this can help create a school curriculum that makes space for BIPOC voices that inspire and invite students to share. Teaching for Racial Equity: Becoming Interrupters provides a resource for teachers and educators to critically reflect and begin work to interrupt racism at all levels.
This is the first book that provides a comprehensive examination of social equity in American public administration. The breadth of coverage--theory, context, history, implications in policy studies, applications to practice, and an action agenda--cannot be found anywhere else. The introduction examines the values that support social equity (fairness, equality, justice) in relationship to each other. Unlike other books, Justice for All contrasts equality with the value of freedom and related norms such as individulalism and competition. It is the tension between these competing value clusters that shapes the debate about social equity in the United States. Subsequent chapters advance this theme, for example, contrasting the choice between combatting inequality and promoting development in urban regions, and between affirmative action and advancing diversity. Later chapters highlight the book's key contribution--the application of social equity principles in practice--with chapters on health, criminal justice, education, and planning. Additional chapters examine the ways that social equity can be advanced through leadership and policy/social entrepreneurship, assessment of agency management, and managing human resources. The book concludes with an agenda that affirms a more active and comprehensive definition of social equity for the field and elaborates how that definition can be converted into actions supported by the measurement of access, proceduraal fairness, quality, and results.
