Carla R Monroe
Biographic Data
| ID | 3620883 |
|---|---|
| NAME | Carla R Monroe |
| GIVEN NAMES | Carla R |
| FAMILY NAME | Monroe |
| SIGNATURE | MONROE C R |
| AFFILIATIONS | North Carolina State University |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 144 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 6 |
Reading Diversity through Canadian Picture Books: Preservice Teachers Explore Issues of Identity, Ideology, and Pedagogy (2013) Johnston, I., & Bainbridge, J. (Eds.)
Picture books are a popular instructional resource, and few individuals would challenge their common recognition as useful classroom tools.Ingrid Johnston and Joyce Bainbridge, however, aim to replace the prevailing notion that illustrated volumes are best suited for young learners with a broader appreciation for such books' instructional use and value.In support of their goal, a multi-site national research study was deployed to investigate conn…
Colorism and U.S. Immigration: Considerations for Researchers
Research on colorism in the United States frequently focuses on people of color who were born in the country such as African Americans. Globalization, however, requires social scientists to consider new dimensions of intraracial discrimination as research studies must attend to realities and standpoints about race, as well as other forms of categorization, that are not traditionally represented in conversations about in-group stratification. In t…
Race and Color: Revisiting Perspectives in Black Education
Racial inequities, such as systematic disparities in school discipline and achievement outcomes, are a perennial characteristic of public education in the United States. Although attention to interracial chasms such as the Black–White achievement gap is common, limited efforts are devoted to understanding how and why colorism motivates imbalances within communities of color. In this article, I outline how the color complex relates to racial battl…
Histories of Colorism and Implications for Education
In this article, we consider how colorist ideologies and practices unsettle arguments that celebrate racial gains in education, particularly as related to divides that have narrowed since the Civil Rights Movement of the 1950s and 1960s. Although outcomes based on race may document some general paths of improvement, progress and success can be appreciably uneven across people who are the same race. Even though skin tone is a linchpin of intraraci…
This Issue
Colorizing Educational Research: African American Life and Schooling as an Exemplar
Although previous authors have offered persuasive arguments about the salience of race in the scholastic enterprise, colorism remains a relatively underexplored concept. This article augments considerations of social forces by exploring how color classifications within racial arrangements frame pathways for communities of color and, therefore, must inform educational inquiries. Consistent with the rich tradition of ethnic studies, I draw on sourc…
Discipline and diversity in the suburban US South
This study focuses on the perceptions and professional practice of Black and White teachers in a high poverty, predominately Latino elementary school in the suburban US South. The investigation explored how successful practitioners negotiated student disciplinary concerns within their classrooms. Race and gender gaps were documented in three of the four participants' classrooms as Black males were over-represented on behavioral sanctions in two c…
Teachers Closing the Discipline Gap in an Urban Middle School
This study focuses on student discipline as related to the perceptions, work, and backgrounds of effective Black and White teachers. The article expands current knowledge by reporting findings from a case study of 4 teachers (2 African Americans and 2 Whites) employed in an urban, predominately African American middle school. Interviews, field visits, and documents were analyzed according to guidelines created by Miles and Huberman (1994) and col…
Why Study the U.S. South? The Nexus of Race and Place in Investigating Black Student Achievement
This article highlights the significance of the U.S. South in scholarly discussions regarding the academic achievement gap involving Black students. Despite national concern, patterns embedded in Black student achievement as related to geographical influences generally are ignored, especially in the South, where the majority of Black people in the United States reside. The authors refine the scholarship on the Black–White achievement gap through …
Why Are "Bad Boys" always Black?: Causes of Disproportionality in School Discipline and Recommendations for Change
(2005). Why Are 'Bad Boys' always Black?: Causes of Disproportionality in School Discipline and Recommendations for Change. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 79, No. 1, pp. 45-50.
Understanding the discipline gap through a cultural lens: Implications for the education of African American students
African American students are disciplined at rates that are disproportionately higher than Black students’ statistical representation in public schools. Coined as the discipline gap, racial and ethnic disparities are present in virtually every major school system across the United States. Because African American students seldom share the cultural frameworks of their teachers, the overrepresentation of Black students on measures of school discipl…
The Influence of Cultural Synchronization on a Teacher's Perceptions of Disruption: A Case Study of an African American Middle-School Classroom
Although a significant body of research addresses teachers' perceptions of student disruption, the views of African American teachers remain underrepresented. In particular, little is known about African American teachers' disciplinary practices with students of the same race. The purpose of the current study was to examine if and how the concept of cultural synchronization relates to an African American middle-school teacher's responses to stude…
Why Study the U.S. South? The Nexus of Race and Place in Investigating Black Student Achievement
This article highlights the significance of the U.S. South in scholarly discussions regarding the academic achievement gap involving Black students. Despite national concern, patterns embedded in Black student achievement as related to geographical influences generally are ignored, especially in the South, where the majority of Black people in the United States reside. The authors refine the scholarship on the Black–White achievement gap through …
Colorizing Educational Research: African American Life and Schooling as an Exemplar
Although previous authors have offered persuasive arguments about the salience of race in the scholastic enterprise, colorism remains a relatively underexplored concept. This article augments considerations of social forces by exploring how color classifications within racial arrangements frame pathways for communities of color and, therefore, must inform educational inquiries. Consistent with the rich tradition of ethnic studies, I draw on sourc…
Histories of Colorism and Implications for Education
In this article, we consider how colorist ideologies and practices unsettle arguments that celebrate racial gains in education, particularly as related to divides that have narrowed since the Civil Rights Movement of the 1950s and 1960s. Although outcomes based on race may document some general paths of improvement, progress and success can be appreciably uneven across people who are the same race. Even though skin tone is a linchpin of intraraci…
The Influence of Cultural Synchronization on a Teacher's Perceptions of Disruption: A Case Study of an African American Middle-School Classroom
Although a significant body of research addresses teachers' perceptions of student disruption, the views of African American teachers remain underrepresented. In particular, little is known about African American teachers' disciplinary practices with students of the same race. The purpose of the current study was to examine if and how the concept of cultural synchronization relates to an African American middle-school teacher's responses to stude…
Teachers Closing the Discipline Gap in an Urban Middle School
This study focuses on student discipline as related to the perceptions, work, and backgrounds of effective Black and White teachers. The article expands current knowledge by reporting findings from a case study of 4 teachers (2 African Americans and 2 Whites) employed in an urban, predominately African American middle school. Interviews, field visits, and documents were analyzed according to guidelines created by Miles and Huberman (1994) and col…
Understanding the discipline gap through a cultural lens: Implications for the education of African American students
African American students are disciplined at rates that are disproportionately higher than Black students’ statistical representation in public schools. Coined as the discipline gap, racial and ethnic disparities are present in virtually every major school system across the United States. Because African American students seldom share the cultural frameworks of their teachers, the overrepresentation of Black students on measures of school discipl…
Race and Color: Revisiting Perspectives in Black Education
Racial inequities, such as systematic disparities in school discipline and achievement outcomes, are a perennial characteristic of public education in the United States. Although attention to interracial chasms such as the Black–White achievement gap is common, limited efforts are devoted to understanding how and why colorism motivates imbalances within communities of color. In this article, I outline how the color complex relates to racial battl…
Colorism and U.S. Immigration: Considerations for Researchers
Research on colorism in the United States frequently focuses on people of color who were born in the country such as African Americans. Globalization, however, requires social scientists to consider new dimensions of intraracial discrimination as research studies must attend to realities and standpoints about race, as well as other forms of categorization, that are not traditionally represented in conversations about in-group stratification. In t…
Discipline and diversity in the suburban US South
This study focuses on the perceptions and professional practice of Black and White teachers in a high poverty, predominately Latino elementary school in the suburban US South. The investigation explored how successful practitioners negotiated student disciplinary concerns within their classrooms. Race and gender gaps were documented in three of the four participants' classrooms as Black males were over-represented on behavioral sanctions in two c…
The Influence of Cultural Synchronization on a Teacher's Perceptions of Disruption: A Case Study of an African American Middle-School Classroom
Although a significant body of research addresses teachers' perceptions of student disruption, the views of African American teachers remain underrepresented. In particular, little is known about African American teachers' disciplinary practices with students of the same race. The purpose of the current study was to examine if and how the concept of cultural synchronization relates to an African American middle-school teacher's responses to stude…
Why Are "Bad Boys" always Black?: Causes of Disproportionality in School Discipline and Recommendations for Change
(2005). Why Are 'Bad Boys' always Black?: Causes of Disproportionality in School Discipline and Recommendations for Change. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 79, No. 1, pp. 45-50.
Understanding the discipline gap through a cultural lens: Implications for the education of African American students
African American students are disciplined at rates that are disproportionately higher than Black students’ statistical representation in public schools. Coined as the discipline gap, racial and ethnic disparities are present in virtually every major school system across the United States. Because African American students seldom share the cultural frameworks of their teachers, the overrepresentation of Black students on measures of school discipl…
Teachers Closing the Discipline Gap in an Urban Middle School
This study focuses on student discipline as related to the perceptions, work, and backgrounds of effective Black and White teachers. The article expands current knowledge by reporting findings from a case study of 4 teachers (2 African Americans and 2 Whites) employed in an urban, predominately African American middle school. Interviews, field visits, and documents were analyzed according to guidelines created by Miles and Huberman (1994) and col…
Why Study the U.S. South? The Nexus of Race and Place in Investigating Black Student Achievement
This article highlights the significance of the U.S. South in scholarly discussions regarding the academic achievement gap involving Black students. Despite national concern, patterns embedded in Black student achievement as related to geographical influences generally are ignored, especially in the South, where the majority of Black people in the United States reside. The authors refine the scholarship on the Black–White achievement gap through …
Discipline and diversity in the suburban US South
This study focuses on the perceptions and professional practice of Black and White teachers in a high poverty, predominately Latino elementary school in the suburban US South. The investigation explored how successful practitioners negotiated student disciplinary concerns within their classrooms. Race and gender gaps were documented in three of the four participants' classrooms as Black males were over-represented on behavioral sanctions in two c…
Colorizing Educational Research: African American Life and Schooling as an Exemplar
Although previous authors have offered persuasive arguments about the salience of race in the scholastic enterprise, colorism remains a relatively underexplored concept. This article augments considerations of social forces by exploring how color classifications within racial arrangements frame pathways for communities of color and, therefore, must inform educational inquiries. Consistent with the rich tradition of ethnic studies, I draw on sourc…
Race and Color: Revisiting Perspectives in Black Education
Racial inequities, such as systematic disparities in school discipline and achievement outcomes, are a perennial characteristic of public education in the United States. Although attention to interracial chasms such as the Black–White achievement gap is common, limited efforts are devoted to understanding how and why colorism motivates imbalances within communities of color. In this article, I outline how the color complex relates to racial battl…
Histories of Colorism and Implications for Education
In this article, we consider how colorist ideologies and practices unsettle arguments that celebrate racial gains in education, particularly as related to divides that have narrowed since the Civil Rights Movement of the 1950s and 1960s. Although outcomes based on race may document some general paths of improvement, progress and success can be appreciably uneven across people who are the same race. Even though skin tone is a linchpin of intraraci…
This Issue
Colorism and U.S. Immigration: Considerations for Researchers
Research on colorism in the United States frequently focuses on people of color who were born in the country such as African Americans. Globalization, however, requires social scientists to consider new dimensions of intraracial discrimination as research studies must attend to realities and standpoints about race, as well as other forms of categorization, that are not traditionally represented in conversations about in-group stratification. In t…
Reading Diversity through Canadian Picture Books: Preservice Teachers Explore Issues of Identity, Ideology, and Pedagogy (2013) Johnston, I., & Bainbridge, J. (Eds.)
Picture books are a popular instructional resource, and few individuals would challenge their common recognition as useful classroom tools.Ingrid Johnston and Joyce Bainbridge, however, aim to replace the prevailing notion that illustrated volumes are best suited for young learners with a broader appreciation for such books' instructional use and value.In support of their goal, a multi-site national research study was deployed to investigate conn…
Pedagogy (9 works) · Sociology (9 works) · Psychology (8 works) · Critical Race Theory in Education (6 works) · Education Discipline and Inequality (6 works) · Gender Studies (6 works) · Political science (6 works) · Critical race theory (5 works) · Gender Studies (5 works) · Ethnic group (4 works)