This book is for anyone who is challenged or troubled by the substantial disparities in college participation, persistence, and completion among racial and ethnic groups in the United States. As codirectors of the Center for Urban Education (CUE) at the University of Southern California, coauthors Alicia Dowd and Estela Bensimon draw on their experience conducting CUE’s Equity Scorecard, a comprehensive action research process that has been implemented at over 40 colleges and universities in the United States. They demonstrate what educators need to know and do to take an active role in racial equity work on their own campuses. Through case studies of college faculty, administrators, and student affairs professionals engaged in inquiry using the Equity Scorecard, the book clarifies the “muddled conversation” that colleges and universities are having about equity. Synthesizing equity standards based on three theories of justice—justice as fairness, justice as care, and justice as transformation—the authors provide strategies for enacting equity in practice on college campuses. Engaging the “Race Question” illustrates how practitioner inquiry can be used to address the “race question” with wisdom and calls on college leaders and educators to change the policies and practices that perpetuate institutional and structural racism—and provides a blueprint for doing so. Book Features: Provides concrete examples of policy and practice for improving equity in postsecondary education. Examines the role of individuals and groups in the change process. Includes examples of action research tools from the Equity Scorecard. Offers strategies for professional development and organizational change. “Dowd and Bensimon have been at the forefront of racial equity research in higher education for nearly two decades, and their racial equity scorecard has changed the way higher education thinks about the issue.” —Patricia Gándara, co-director, The Civil Rights Project “Proven strategies that every educator in America can use to develop context-specific solutions for advancing equity while exploring the legacy of institutionalized racism that typically paralyzes reform and hinders change.” —Tia Brown McNair, senior director for student success, Association of American Colleges and Universities “A valuable step-by-step guide to making our colleges more academically inviting and egalitarian.” —Mike Rose, author of Back to School: Why Everyone Deserves a Second Chance at Education

With the recent barrage of racially motivated killings, violent encounters between blacks and whites, and hate crimes in the wake of the 2016 election that foreground historic problems posed by systemic racism, including disenfranchisement and mass incarceration, it would be easy to despair that Dr. Martin Luther King Jr.'s dream has turned into a nightmare. Many Americans struggle for equal treatment, facing hate speech, brutality, and a national spirit of hopelessness; their reality is hardly "post-racial". The need for clarity surrounding the significance of race and racism in the United States is more pressing than ever. This collection of interviews on race, some originally conducted for The New York Times philosophy blog, The Stone, provides rich context and insight into the nature, challenges, and deepest questions surrounding this fraught and thorny topic. In interviews with such major thinkers as bell hooks, Judith Butler, Cornel West, Kwame Anthony Appiah, Peter Singer, and Noam Chomsky, Yancy probes the historical origins, social constructions, and lived reality of race along political and economic lines. He interrogates fully race's insidious expressions, its transcendence of Black/white binaries, and its link to neo-liberalism, its epistemological and ethical implications, and, ultimately, its future.

Much like today, the early twentieth century was a period of rising economic inequality and political polarization in America. But it was also an era of progressive reform—a time when the Russell Sage Foundation and other philanthropic organizations were established to promote social science as a way to solve the crises of industrial capitalism. In Social Science for What? Alice O'Connor relates the history of philanthropic social science, exploring its successes and challenges over the years, and asking how these foundations might continue to promote progressive social change in our own politically divided era. The philanthropic foundations established in the early 1900s focused on research which, while intended to be objective, was also politically engaged. In addition to funding social science research, in its early years the Russell Sage Foundation also supported social work and advocated reforms on issues from child welfare to predatory lending. This reformist agenda shaped the foundation's research priorities and methods. The Foundation's landmark Pittsburgh Survey of wage labor, conducted in 1907-1908, involved not only social scientists but leaders of charities, social workers, and progressive activists, and was designed not simply to answer empirical questions, but to reframe the public discourse about industrial labor. After World War II, many philanthropic foundations disengaged from political struggles and shifted their funding toward more value-neutral, academic social inquiry, in the belief that disinterested research would yield more effective public policies. Consequently, these foundations were caught off guard in the 1970s and 1980s by the emergence of a network of right-wing foundations, which was successful in promoting an openly ideological agenda. In order to counter the political in-roads made by conservative organizations, O'Connor argues that progressive philanthropic research foundations should look to the example of their founders. While continuing to support the social science research that has contributed so much to American society over the past 100 years, they should be more direct about the values that motivate their research. In this way, they will help foster a more democratic dialogue on important social issues by using empirical knowledge to engage fundamentally ethical concerns about rising inequality. O'Connor's message is timely: public-interest social science faces unprecedented challenges in this era of cultural warfare, as both liberalism and science itself have come under assault. Social Science for What? is a thought-provoking critique of the role of social science in improving society and an indispensable guide to how progressives can reassert their voice in the national political debate. A Volume in the Russell Sage Foundation's Centennial Series

A practical guide for achieving equitable outcomes From Equity Talk to Equity Walk offers practical guidance on the design and application of campus change strategies for achieving equitable outcomes. Drawing from campus-based research projects sponsored by the Association of American Colleges and Universities and the Center for Urban Education at the University of Southern California, this invaluable resource provides real-world steps that reinforce primary elements for examining equity in student achievement, while challenging educators to specifically focus on racial equity as a critical lens for institutional and systemic change. Colleges and universities have placed greater emphasis on education equity in recent years. Acknowledging the changing realities and increasing demands placed on contemporary postsecondary education, this book meets educators where they are and offers an effective design framework for what it means to move beyond equity being a buzzword in higher education. Central concepts and key points are illustrated through campus examples. This indispensable guide presents academic administrators and staff with advice on building an equity-minded campus culture, aligning strategic priorities and institutional missions to advance equity, understanding equity-minded data analysis, developing campus strategies for making excellence inclusive, and moving from a first-generation equity educator to an equity-minded practitioner. From Equity Talk to Equity Walk: A Guide for Campus-Based Leadership and Practice is a vital wealth of information for college and university presidents and provosts, academic and student affairs professionals, faculty, and practitioners who seek to dismantle institutional barriers that stand in the way of achieving equity, specifically racial equity to achieve equitable outcomes in higher education.

How to Engage in Difficult Conversations on Identity, Race, and Politics in Higher Education addresses the polarized political and racialized climate in the United States. This practical resource offers faculty and staff much needed direction related to hosting difficult conversations as they occur in the classroom, residence halls, orientation events, and coffee shops around college and university campuses. Chapters provide insights, case examples, interactive exercises, and "how-to" tools and tips to hosting these conversations, covering issues such as immigration, White supremacy in academia, women’s rights, the Black Lives Matter movement, trans rights, reproductive rights, and cancel culture, among many others. This resource is designed to better prepare instructors, faculty, higher education staff and administrators to enter into these hard conversations with an improved awareness of contentious issues and how to facilitate, and potentially de-escalate, discussions that are already occurring.

Learn how to foster critical conversations in English language arts classrooms. This guide encourages teachers to engage students in noticing and discussing harmful discourses about race, gender, and other identities. The authors take readers through a framework that includes knowledge about power, a critical learner stance, critical pedagogies, critical talk moves, and vulnerability. The text features in-depth classroom examples from six secondary English language arts classrooms. Each chapter offers specific ways in which teachers can begin and sustain critical conversations with their students, including the creation of teacher inquiry groups that use transcript analysis as a learning tool. Book Features: Strategies that educators can use to facilitate conversations about critical issues. In-depth classroom examples of teachers doing this work with their students. Questions, activities, and resources that foster self-reflection. Tools for engaging in transcript analysis of classroom conversations. Suggestions for developing inquiry groups focused on critical conversations.

An essential resource for understanding the complex history of Mexican Americans and racial classification in the United States Manifest Destinies tells the story of the original Mexican Americans—the people living in northern Mexico in 1846 during the onset of the Mexican American War. The war abruptly came to an end two years later, and 115,000 Mexicans became American citizens overnight. Yet their status as full-fledged Americans was tenuous at best. Due to a variety of legal and political maneuvers, Mexican Americans were largely confined to a second class status. How did this categorization occur, and what are the implications for modern Mexican Americans? Manifest Destinies fills a gap in American racial history by linking westward expansion to slavery and the Civil War. In so doing, Laura E Gómez demonstrates how white supremacy structured a racial hierarchy in which Mexican Americans were situated relative to Native Americans and African Americans alike. Steeped in conversations and debates surrounding the social construction of race, this book reveals how certain groups become racialized, and how racial categories can not only change instantly, but also the ways in which they change over time. This new edition is updated to reflect the most recent evidence regarding the ways in which Mexican Americans and other Latinos were racialized in both the twentieth and early twenty-first centuries. The book ultimately concludes that it is problematic to continue to speak in terms Hispanic “ethnicity” rather than consider Latinos qua Latinos alongside the United States’ other major racial groupings. A must read for anyone concerned with racial injustice and classification today.

Nearly a week after George Zimmerman was found not guilty of killing Trayvon Martin, President Obama walked into the press briefing room and shocked observers by saying that “Trayvon could have been me.” He talked personally and poignantly about his experiences and pointed to intra-racial violence as equally serious and precarious for black boys. He offered no sweeping policy changes or legislative agendas; he saw them as futile. Instead, he suggested that prejudice would be eliminated through collective efforts to help black males and for everyone to reflect on their own prejudices. Obama’s presidency provides a unique opportunity to engage in a discussion about race and politics. In The Race Whisperer, Melanye Price analyzes the manner in which Barack Obama uses race strategically to engage with and win the loyalty of potential supporters. This book uses examples from Obama’s campaigns and presidency to demonstrate his ability to authentically tap into notions of blackness and whiteness to appeal to particular constituencies. By tailoring his unorthodox personal narrative to emphasize those parts of it that most resonate with a specific racial group, he targets his message effectively to that audience, shoring up electoral and governing support. The book also considers the impact of Obama’s use of race on the ongoing quest for black political empowerment. Unfortunately, racial advocacy for African Americans has been made more difficult because of the intense scrutiny of Obama’s relationship with the black community, Obama’s unwillingness to be more publicly vocal in light of that scrutiny, and the black community’s reluctance to use traditional protest and advocacy methods on a black president. Ultimately, though, The Race Whisperer argues for a more complex reading of race in the age of Obama, breaking new ground in the study of race and politics, public opinion, and political campaigns.

"What is race? What is ethnicity? Should we think of them as identities? Can they be effectively individuated? How are they related? How do the relations between them influence pressing issues concerned with social identity, gender, racism, assimilation, exploitation, justice, the law, and public policy? And how are the answers to these questions affected by the Black and Latino experience in the United States"--From the Preface This collection of new essays explores the relation between race and ethnicity and its social and political implications. Although much work has been done on the philosophy of race in the past century in the United States, the concept of ethnicity has only recently awoken the interest of American philosophers, and the relations between race and ethnicity remain largely unexamined. The discussion is divided into two parts dealing, on the one hand, with the nature and the relation between race and ethnicity and, on the other, with the social consequences of the complex relations between them. Part I explores in particular the debated topic of racial and ethnic identities: Does it make sense to speak of racial and ethnic identities, and especially of black and Latino identities? And if it does make sense, how should these identities be conceptualized, and how are they related to gender? Part II examines how race and ethnicity have influenced the lot of some social groups in significant ways: How do racially defined institutions deal with racial assimilation? How do different conceptions of race and ethnicity influence public policy and various forms of racism? How can exploited racial and ethnic groups be effectively recognized? And what is the role of affect in social justice as dispensed by the courts?

One woman's harrowing, unforgettable account from the nadir of Jim Crow Mississippi