Tiffany Mitchell Patterson
Biographic Data
| ID | 814722 |
|---|---|
| NAME | Tiffany Mitchell Patterson |
| GIVEN NAMES | Tiffany Mitchell |
| FAMILY NAME | Patterson |
| SIGNATURE | PATTERSON T M |
| AFFILIATIONS | Independent Researcher, Hampton, Virginia, USA |
| ORCID | 0000-0002-5104-6418 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
We Don’t Live Single Issue Lives
In this article we outline the importance of centering Black women as critical historical actors within social studies curricula and teaching. We explored the ways in which Black women were represented throughout 38 secondary lesson plans within the fully online National Women’s History Museum and discussed how traditional curricular content and tasks can erase or diminish the power, agency, and nuanced experiences of Black women in the past. We …
Reckoning with white supremacy and anti-Black racism in the Virginia US history standards
This study is an ethnographic content analysis of the Virginia US History Standards of Learning, grades 4–12. We used Yosso’s (2002 Yosso, T. J. (2002). Toward a critical race curriculum. Equity & Excellence in Education, 35(2), 93–107. https://doi.org/10.1080/713845283[Taylor & Francis Online] , [Google Scholar]) framework of a critical race curriculum (CRC) to better understand how white supremacy and anti-Black racism are portrayed in the stan…
Black Music is American Music
The New York Times 1619 Project materials on American popular culture were presented to college students at a Historically Black University & College (HBCU) and Predominantly White Institution (PWI). Guided by Critical Race Media Literacy, we employed quantitative and qualitative analysis to explore the knowledge-based and emotional responses to Black historical media. The findings suggest that HBCU and PWI students had similar levels of prior kn…
Reckoning with white supremacy and anti-Black racism in the Virginia US history standards
This study is an ethnographic content analysis of the Virginia US History Standards of Learning, grades 4–12. We used Yosso’s (2002 Yosso, T. J. (2002). Toward a critical race curriculum. Equity & Excellence in Education, 35(2), 93–107. https://doi.org/10.1080/713845283[Taylor & Francis Online] , [Google Scholar]) framework of a critical race curriculum (CRC) to better understand how white supremacy and anti-Black racism are portrayed in the stan…
We Don’t Live Single Issue Lives
In this article we outline the importance of centering Black women as critical historical actors within social studies curricula and teaching. We explored the ways in which Black women were represented throughout 38 secondary lesson plans within the fully online National Women’s History Museum and discussed how traditional curricular content and tasks can erase or diminish the power, agency, and nuanced experiences of Black women in the past. We …
Black Music is American Music
The New York Times 1619 Project materials on American popular culture were presented to college students at a Historically Black University & College (HBCU) and Predominantly White Institution (PWI). Guided by Critical Race Media Literacy, we employed quantitative and qualitative analysis to explore the knowledge-based and emotional responses to Black historical media. The findings suggest that HBCU and PWI students had similar levels of prior kn…
Black Music is American Music
The New York Times 1619 Project materials on American popular culture were presented to college students at a Historically Black University & College (HBCU) and Predominantly White Institution (PWI). Guided by Critical Race Media Literacy, we employed quantitative and qualitative analysis to explore the knowledge-based and emotional responses to Black historical media. The findings suggest that HBCU and PWI students had similar levels of prior kn…
We Don’t Live Single Issue Lives
In this article we outline the importance of centering Black women as critical historical actors within social studies curricula and teaching. We explored the ways in which Black women were represented throughout 38 secondary lesson plans within the fully online National Women’s History Museum and discussed how traditional curricular content and tasks can erase or diminish the power, agency, and nuanced experiences of Black women in the past. We …
Reckoning with white supremacy and anti-Black racism in the Virginia US history standards
This study is an ethnographic content analysis of the Virginia US History Standards of Learning, grades 4–12. We used Yosso’s (2002 Yosso, T. J. (2002). Toward a critical race curriculum. Equity & Excellence in Education, 35(2), 93–107. https://doi.org/10.1080/713845283[Taylor & Francis Online] , [Google Scholar]) framework of a critical race curriculum (CRC) to better understand how white supremacy and anti-Black racism are portrayed in the stan…
Critical Race Theory in Education (3 works) · Educator Training and Historical Pedagogy (3 works) · Gender Studies (3 works) · Pedagogy (3 works) · Sociology (3 works) · Critical race theory (2 works) · Curriculum (2 works) · Gender Studies (2 works) · Social science (2 works) · White (mutation (2 works)