30.038 - Underprepared, Undermined, and Underrated: Policy and Schooling Practices That Inhibit Equitable Academic Success for Students of Color

Session Type: Symposium

Abstract

This panel aims to problematize the ways in which schooling practices, both structural and curriculum based, inhibit students of color from the attainment of an equitable educational opportunity. Authors argue that present attempts at providing supplemental academic and developmental support for students are saccharine in execution. Furthermore, utilization of heteronormative, gatekeeping, and culturally irrelevant practices further hinder the success of students of color, at all levels of education. Lack of academic support increases potential for failure thereby minimizing future academic endeavors and achievements. The authors urge for a greater application of critical pedagogy when analyzing and reforming practices and systems that are seemingly “in support” of student of color academic success.

Sub Unit

• Division G - Social Context of Education / Division G - Section 2: Studies of diversity and variation with social contexts of education

Chair

• Ivory Marcel Berry, George Mason University

Papers

• The Inequities of Assimilationism: Leadership Development for High School Students of Color - Cecilia Elizabeth Suarez, University of Florida

• Undermined on All Sides: Suburban School Policies and Practices Thwarting Black Student Academic Success - Shameka Nija Powell, Tufts University

• Broken Promises: Charter Schools as Opportunities for Anti-Blackness - Kevin Lawrence Henry, University of Arizona

Discussant

• Adrienne D. Dixson, University of Illinois - Urbana-Champaign