Free Write with Quotes on "Disrupting Apartheid Of Knowledge..." (MWP3 #5)

            The article “Disrupting Apartheid Of Knowledge: Testimonio As Methodology In Latina/O Critical Race Research In Education” by Lindsay Huber claims that the current system of research in colleges is racist and closed-minded. She argues that “Eurocentric epistemological perspectives that have shaped academic research perpetuate dominant ideologies rooted in white superiority that function to subjugate research that challenges, counters or disrupts the mainstream,” where epistemological relates to the philosophy of human knowledge (Huber 641). This claim is very evident, especially when current ‘accepted’ research blames the culture of minorities for lesser education when this is ultimately the furthering of the racism involved in the current accepted ‘legitimate’ research. Essentially, this article describes the rejection of the status quo of current research methods by using a method called ‘Testimonio,’ which utilizes personal accounts of things. Huber applies this to Critical Race Theory because “the process of testimonio builds from the lived experiences of People of Color to document and theorize oppression” and this documentation of current racism and a lack of a colorblind society is the prime claim of Critical Race Theory (Huber 645). This method of ‘testimonio’ gives great primary source information about racism, but is not considered a ‘legitimate’ method of research. This article attempts to show the benefits of this method and how the claims of it not being ‘legitimate’ are simply due to the paradigm of research which is centrally racist.

Huber, Lindsay Pérez. "Disrupting Apartheid Of Knowledge: Testimonio As Methodology In Latina/O Critical Race Research In Education." International Journal Of Qualitative Studies In Education (QSE) 22.6 (2009): 639-654. Academic Search Premier. Web. 13 Apr. 2012.

Precis on "Disrupting Apartheid Of Knowledge: Testimonio As Methodology In Latina/O Critical Race Research In Education" (MWP3 #5)

            In the article “Disrupting Apartheid Of Knowledge: Testimonio As Methodology In Latina/O Critical Race Research In Education” by Lindsay Huber, the author claims that current college settings have very strict ‘rules’ of methodology of research that are caused by racial segregation and need to be remedied. The author supports this claim by discussing her Critical Race Theory methodology of qualitative research called ‘Testimonio,’ which utilizes interviews with those who have personally seen issues, and the various benefits that using this qualitative method. The purpose of this article is to present the benefits of qualitative research and its use in Critical Race Theory in order to promote rejecting the current research restrictions at colleges which will allow more useful research to be considered ‘legitimate.’ The audience for this article is a group of people who are educated and interested in Critical Race Theory and racism, because the article is long and the source is not easily found, which implies that the article is not leisurely reading for most and would require more interest in the subject to find the article itself.

Huber, Lindsay Pérez. "Disrupting Apartheid Of Knowledge: Testimonio As Methodology In Latina/O Critical Race Research In Education." International Journal Of Qualitative Studies In Education (QSE) 22.6 (2009): 639-654. Academic Search Premier. Web. 13 Apr. 2012.

Free Write Summary with Quotes about "CRiT Walking Race, Place, And Space In The Academy" (MWP3 #4)

            The article "CRiT Walking Race, Place, And Space In The Academy" by Mark Giles and Robin Hughes claims that there is still racism in faculties in Universities. They support this claim with a sociological theory called Critical Race Theory, which describes racism as being permanent and a colorblind society being nonexistent. The application of this theory to reality is called ‘CRiT walking,’ which basically means discussing and attempting to use Critical Race Theory to change things in reality, instead of just discussing things. The authors apply Critical Race Theory to University faculties and administration, with the research-backed statement that “the ‘best’ locations/institutions are those with the most homogenous faculties and top administrators,” with the word homogenized meaning “the least colorized” (Giles 692). This statement can be considered a ‘wake-up call’ because it supports the tenant of Critical Race Theory that colorblindness does not occur, despite many people considering that colorblindness does actually exist. Also, the authors claim that minority faculty at colleges are bound by the racist paradigm of what is considered scholarly or empirical research, which causes “faculty of color [to] also begin to second guess their intellectual capabilities, [and] become confused as they are overcome by the tiresome drudgery of trying to fit a different way of knowing into a dominant discourse” of what is considered ‘legitimate’ research (Giles 693).

Giles, Mark S., and Robin L. Hughes. "CRiT Walking Race, Place, And Space In The Academy." International Journal Of Qualitative Studies In Education (QSE) 22.6 (2009): 687-696. Academic Search Premier. Web. 13 Apr. 2012.

Precis on "CRiT Walking Race, Place, And Space In The Academy" (MWP3 #4)

            In the article "CRiT Walking Race, Place, And Space In The Academy" by Mark Giles and Robin Hughes, the authors claim that there is racism in the faculties of higher education. They support this claim with a collection of research which states that the ‘best’ Universities are generally the least diverse regarding faculties and administrators. The purpose of this article is to further the concept of Critical Race Theory in college faculties in order to have people recognize that racism still exists in college faculty. The audience for this article is a group of people who are educated and interested in Critical Race Theory, because the article is long and in an academic journal, which implies that it is not simply leisurely reading to everyone.  

Giles, Mark S., and Robin L. Hughes. "CRiT Walking Race, Place, And Space In The Academy." International Journal Of Qualitative Studies In Education (QSE) 22.6 (2009): 687-696. Academic Search Premier. Web. 13 Apr. 2012.

Free Write Summary with Quotes about “Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts”

            The article “Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts” applies a very different view of analyzing policies about racial equality. The authors apply a theory called Critical Race Theory (CRT), which states that “racism is a normal part of American life, often lacking the ability to be distinctively recognized, and thus is difficult to eliminate or address” and “rejects the notion of a ‘colorblind’ society, [as] colorblindness leads to misconceptions concerning racial fairness in institutions [and] tends to address only the most blatant forms of inequality and disadvantage [while] hiding the commonplace and more covert forms of racism” (Harper 390). The authors state that throughout history, policies to promote racial fairness have only been partially successful, and are constantly under attack by others. Critical Race Theory gives rise to the evasion of racial fairness policies such as “funding inequities for public institutions that annually offer college opportunity to more than a quarter million African American students” (Harper 410). This evasion of policy and general attacking of racial fairness policies as being unfair themselves lead to a serious unfairness in the opportunities of those of different races, especially in higher education. The equality of opportunities amongst races is ideally nonexistent with current policies, but this is not the case due to the Critical Race Theory analysis that states the circumnavigation of these policies is rampant and expected, and that a lack of policy analysis that is currently happening causes racial inequity in higher education to be a real issue.

Harper, Shaun R., Lori D. Patton, and Ontario S. Wooden. "Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts." Journal Of Higher Education 80.4 (2009): 389-414. Academic Search Premier. Web. 11 Apr. 2012.

Precis on "Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts" (MWP3)

In the article “Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts” (2009) by Shaun Harper, Lori Patton, and Ontario Wooden, the authors claim that attacks on Affirmative Action policies and unequal funding to colleges that have a large African-American student body cause unequal access to higher education for minorities. To support this, the authors apply Critical Race Theory, which states that racism will exist no matter what and that even if policies attempt to prevent racism, it will continue to exist; the authors use this application to argue that there is a lack of equity between races despite the policies in place. The purpose of this article is to present the idea of a historical application of Critical Race Theory in order to show that inequity amongst races still exists in higher education. The intended audience for this article is a group of educated people because of the length and format of the article: the article is 27 pages long, which is longer than most casual reading, and is organized in a very formal, lab-report style.

Harper, Shaun R., Lori D. Patton, and Ontario S. Wooden. "Access And Equity For African American Students In Higher Education: A Critical Race Historical Analysis Of Policy Efforts." Journal Of Higher Education 80.4 (2009): 389-414. Academic Search Premier. Web. 11 Apr. 2012.

MWP3: Working Thesis Statement

Working Thesis MWP3

Racism within the faculty of chemistry departments is the effect of a long string of causes, including negative attitudes of the faculty in chemistry departments, racism against students in science majors, and discrimination of people during primary and secondary education regarding science.

Free Write Summary with Quotes about "Changing Chairs" Diversity Article

            The article “Changing The Chairs: Impact Of Workshop Activities In Assisting Chemistry Department Chairs In Achieving Racial And Ethnic Diversity" by Jean Stockard, et al. reviews a worhshop of leaders of chemistry departments with the goal of increasing diversity in chemistry departments at universities. The article claims that “8% of chemistry faculty members in the nation as a whole were from [underrepresented minority] backgrounds” and that “in top-ranked chemistry departments… the representation of [underrepresented minority] faculty was substantially lower” than 8% (Stockard 1). The leaders of the chemistry departments claim that there is no bias in their universities, but that underrepresented minorities simply do not apply enough. However, this workshop was statistically shown to increase the awareness of a need for diversity in chemistry departments and change the current system in order to allow more minorities to have positions. The workshop presents some solutions, such as “additional funding” for minorities and “changing the attitudes of current faculty” about minorities, which are good solutions to the issue and should be implemented (Stockard 4).

Jean Stockard, et al. "Changing The Chairs: Impact Of Workshop Activities In Assisting Chemistry Department Chairs In Achieving Racial And Ethnic Diversity." Journal Of Chemical Education 88.6 (2011): 721-725. Academic Search Premier. Web. 4 Apr. 2012.

Free Write Summary with Quotes about Biomedical and Behavioral Science article

            The article "Considering The Impact Of Racial Stigmas And Science Identity: Persistence Among Biomedical And Behavioral Science Aspirants" by Sylvia Hurtado, et al. claims that racial interactions play a role in how much underrrepresented minorities (URMs) stay with a science major. Their research involving Biomedical and Behavioral Science (BBS) degrees with minorities was the focus of the paper. The research involved African-Americans, Latinos, and Native Americans (they refer to it as “American Indian”) and this makes up URM. Their research claims if a URM student has more negative racial interactions then this will make him or her more likely to drop BBS degrees and change to a different degree. Statistically, the pupulation they surveyed was ~75% female, and was pretty dispersed regarding URMs (equal percentages of each of the three races listed for URMs). Also, they introduce a statistic that “only 24% of underrepresented students complete a bachelor’s degree in science within six years of college entry, as compared to 40% of White students.” (Hurtado 1) When the article mentions negative racial interactions, it is regarding both “[feeling] insulted or threatened because of race [or] ethnicity” from other students and “hear[ing] faculty express stereotypes about racial/ethnic groups in class.” (Hurtado 10)  

Sylvia Hurtado, et al. "Considering The Impact Of Racial Stigmas And Science Identity: Persistence Among Biomedical And Behavioral Science Aspirants." Journal Of Higher Education 82.5 (2011): 564-596. Academic Search Premier. Web. 6 Apr. 2012.

Precis of "Considering The Impact Of Racial Stigmas And Science Identity: Persistence Among Biomedical And Behavioral Science Aspirants" (MWP3)

            In the article "Considering The Impact Of Racial Stigmas And Science Identity: Persistence Among Biomedical And Behavioral Science Aspirants" by Sylvia Hurtado, et al., the authors claim that underrepresented minorities (consisting of African American, Latino/a, and Native American) do not persist with biomedical and behavioral science degrees due to negative racial interactions that they experience. To support this claim, the authors conduct an experiment where many underrepresented minority students are surveyed, and the conclusion of this experiment is that underrepresented minorities who have experienced less negative racial interactions are more likely to continue with their chosen biomedical or behavioral science degree compared to those who have experienced more negative racial interactions. The purpose of this article is to present research about minorities regarding their particular persistence with biomedical and behavioral science degrees, in order to bring to light the issue so that solutions can be formulated based off of the empirical data collected by the experiment. The audience of this article is a group of educated people with an interest in psychology with race, because the article is very long and contains large amounts of statistical data and formulas which would discourage those who are not educated and not interested about racial psychology from reading it.

Sylvia Hurtado, et al. "Considering The Impact Of Racial Stigmas And Science Identity: Persistence Among Biomedical And Behavioral Science Aspirants." Journal Of Higher Education 82.5 (2011): 564-596. Academic Search Premier. Web. 6 Apr. 2012.

Precis on “Changing the Chairs: Impact of Workshop Activities in Assisting

               In the article “Changing the Chairs: Impact of Workshop Activities in Assisting

Chemistry Department Chairs in Achieving Racial and Ethnic Diversity” (2011) by Jean Stockard, et al., the authors claim that a workshop for the leaders of various chemistry college departments in 2007 was successful in attempting to convince these chemistry leaders that they, their colleagues, and their universities could play a significant role in diversifying the chemistry departments. The authors support this claim with surveys taken pre- and post-workshop by those at the workshop that show statistical evidence to prove that those involved became more aware of the issues of racial and ethnic diversity and what they can do to solve it. The purpose of this article is to summarize the events that occurred at this 2007 workshop and also provide the data from the survey conducted in order to show an increase in awareness of racism in chemistry departments and the need to remove such racism. The intended audience of this article is a group of educated people, probably chemists, who are concerned about racism in education but are also educated enough to interpret statistical data and read the lab-report style format of the article.

Jean Stockard, et al. "Changing The Chairs: Impact Of Workshop Activities In Assisting Chemistry Department Chairs In Achieving Racial And Ethnic Diversity." Journal Of Chemical Education 88.6 (2011): 721-725. Academic Search Premier. Web. 4 Apr. 2012.

Brainstorming- List of 15 Things About Racism in America Regarding Chemistry/Biology

1.      American Chemical Society (ACS) Minority Programs

2.      International Union of Pure and Applied Chemistry (IUPAC) Minorities

3.      Percy Julius- The “Forgotten” Chemist

4.      Chemistry of the Brain regarding Fear and Xenophobia

5.      Racism for dical Doctors

6.      Language and Cultural Barrier in Medicine

7.      Minority Doctorate of Chemistry- more sought after

8.       The (BOGUS) Argument of Biological White Superiority with Intelligence

9.      The (BOGUS) Argument of Biological Black Superiority of Athleticism

10.  Racial Quotas for Medical Schools (and most professional jobs)

11.  “Curing” different races by harnessing the ability of diseases (such as the skin pigmentation disorder Michael Jackson had)

12.  The Racism of genetically altered babies.

13.  Lack of encouragement for minorities to pursue a career in science or math

14.  Racial expectations of certain races to do better than others in science or math

15.  Racism in research regarding the chemistry of alcoholism and drug abuse due to race

16.  Lack of funding for race-specific diseases such as sickle-cell anemia.