"Why Are All the Black Kids Sitting to gether in the Cafeteria?" and Other Conversations About Race

By Shannon M. Finning-Kwoka. 2007

1,004 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/3d07040fd8602af38c8f0ee2587f6e8c5eae0ea6

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In Education

In General Agricultural and Biological Sciences

Citations in the corpus

Second-Wave White Teacher Identity Studies (2016, background): “Within these textbooks, the pathway suggested for White preservice and professional teachers focused on transforming White race-evasive identities into White ally identities (Howard, 1999/2006; Landsman, 2009; Lewis & Landsman, 2011; Nieto, 1999; Tatum, 1997).”
It's Not Burnout, It's More: Queer College Activists of Color and Mental Health (2011, positive): “Seeking support in QSG and other identity based groups was a natural tendency for these students (Tatum, 1997).”
Exploring the effects of project-based learning in secondary mathematics education (2016, background): “our society, that is not always true (Tatum, 1997; Timpson, 2003; University of Wisconsin Whitewater, 2005; White, 2011).”
Follow-Up with Students After 6 Years of Participation in Project EXCITE (2009, background): “” Minority students’ reluctance to be placed in gifted programs where they find themselves as one of the few minority students has also been cited as a factor deterring high achievement (Ford, 1996; Ford, Howard, Harris III, & Tyson, 2000; Morris, 2002; Tatum, 1997).”
Action-Oriented Democratic Outcomes: The Impact of Student Involvement With Campus Diversity (2005, background): “…conversations about emotionally charged topics, and as a result motivate students to be more open to challenge their own and others’ biases and promote inclusion and social justice in their spheres of influence (Dovidio et al., 2004; Nagda et al., 2004; Tatum, 1997; Zúñiga & Chesler, 1993).”
Feelings of alienation and community among higher education students in a virtual classroom (2005, background): “Research (e.g., Ritschel 1995; Tinto 1997) provides evidence that improving the quality of a student's experiences in the classroom is central to student retention.”
Ethnic and Urban Intersections in the Classroom: Latino Students, Hybrid Identities, and Culturally Responsive Pedagogy (2007, background): “…ethnic or cultural identity varies depending on a variety of factors including length of time spent in the United States (particularly for immigrant or migrant students), how their culture is viewed in school, and other variables such as gender and social class (Flores-Gonzales, 2002, Tatum, 1999).”
Links Between Parent-Teacher Relationships and Kindergartners' Social Skills: Do Child Ethnicity and Family Income Matter? (2011, background): “With minority students, especially Latinos, projected to be an ever-increasing proportion of children under the age of 18 (National Center for Education Statistics, 2003; Tatum, 1997), the home-school connection becomes more critical because most teachers have limited in-depth knowledge and understa”
(Re)Considerations of Ignorance and Resistance in Teacher Education (2013, background): “When White students are asked to consider issues of race and concurrent issues of privilege, racism, and power, teacher educators report common reactions of silence, anger, resistance, guilt, and the use of color-blind discourses (e.g., Bonilla-Silva & Forman, 2000; Tatum, 1997; Todd, 2001).”
Inside and outside Gifted Education Programming: Hidden Challenges for African American Students (2008, background): “Racial identity development functioning assumes added significance for African American students, who confront a barrage of racism and oppression as an inevitable aspect of their schooling (Kozol, 2005; Tatum, 1997).”
Young Children Making Sense of Racial and Ethnic Differences (2011, background): “Grappling with issues of identity and group membership is traditionally considered a developmental milestone associated with adolescence (Erikson, 1968; Phinney, Ferguson, & Tate, 1997; Tatum, 1997).”
Raising White Privilege Awareness and Reducing Racial Prejudice: Assessing Diversity Course Effectiveness (2007, background): “Tatum (1997) suggested cognitive dissonance may arise when students initially recognize racial disparity that “directly contradicts the idea of American meritocracy” (p. 98).”
Promoting Cultural Responsivity and Student Engagement Through Double Check Coaching of Classroom Teachers: An Efficacy Study (2018, background): “, increased stress, reduced self-efficacy) that could occur when directly discussing sensitive topics such as equity, culture, and disproportionality (Tatum, 2017).”
“I’m Not Going to Become No Rapper” (2013, neutral): “Adolescents’ desire to resist stereotypes may diminish over time as they face the real world consequences of negative stereotypes (Brown & Gilligan, 1992; Tatum, 1997).”
The role of color-blind racial attitudes in reactions to racial discrimination on social network sites. (2010, background): “This is vastly different from the experiences of African Americans who discuss race often and in more depth (Tatum, 1997).”
Racial Primes and Black Misandry on Historically White Campuses: Toward Critical Race Accountability in Educational Administration (2007, background): “…how students learn about racial matters can assist researchers and educational administrators in understanding how race, racism, and racial ideologies shape social experiences and educational outcomes for White students and Students of Color2 (Lewis, 2003; Tatum, 1997; Van Ausdale & Feagin, 2001).”