Racism and White Privilege in Adult Education Graduate Programs: Admissions, Retention, and Curricula

Autor/inn/en	Baumgartner, Lisa M.; Johnson-Bailey, Juanita
Titel	Racism and White Privilege in Adult Education Graduate Programs: Admissions, Retention, and Curricula
Quelle	In: New Directions for Adult and Continuing Education, (2010) 125, S.27-40 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-2891
Schlagwörter	Racial Bias; Whites; Advantaged; Graduate Study; Academic Persistence; Graduate Students; Disadvantaged; Admission Criteria; Curriculum; College Faculty; Power Structure; Educational Policy; Testing; Personal Narratives; Adult Education; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; White; Weißer; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate Study; Student; Students; Studentin; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Curricula; Lehrplan; Rahmenplan; Fakultät; Politics of education; Bildungspolitik; Testdurchführung; Testen; Erlebniserzählung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung
Abstract	White privilege is a large part of the hidden infrastructure of American society, directing, driving, and often invisibly and subtly determining outcomes such as employment, housing, education, and even interpersonal relationships. In order for white privilege, a system that allows whites to prevail, to exist, there must be a counterbalance, a system that disadvantages others, namely, racism. The purpose of this chapter is to explore how white privilege and racism function in adult education graduate programs regarding admissions, retention, and curricula. To do this, the authors focus on how these tandem forces work in the larger educational society in determining national and institutional testing policies, how the powers function at the program level, and how these powers affect the professors and students who comprise their graduate programs. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10