Condition or Process? Researching Race in Education
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Condition or Process? Researching Race in Education
Adrienne D. Dixson, Gloria J. Ladson-Billings, Cecilia E. Suarez, William T. Trent, and James D. Anderson, Editors
The question of why we need to think about how we research race demands a conceptualization of race that captures both its social construction and its temporal evolution. We need both an understanding of race and clarity about how we talk about it in our design and conduct of research, and in how we interpret and apply it in our findings. As a field, we can use research on race and racism in education to help construct social change. Our purpose with this volume is to underscore the persistence of the discriminatory actions—processes—and the normalization of the use of race (and class)—conditions—to justify the existing and growing disparity between the quality of life and opportunity for middle-class and more affluent Whites and that for people of color and people of color who live in poverty. As editors of this volume, we wonder what more we could learn and understand about the process and condition of race if we dare to ask bold questions about race and racism and commit to methods and analyses that respect the experiences and knowledges of our research participants and partners.
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About the Editors
Adrienne D. Dixson is a professor of critical race theory and education at the University of Illinois, Urbana-Champaign. She is also an affiliate faculty member in gender and women’s studies. Dixson has held leadership roles in a number of scholarly associations. She has published numerous journal articles, book chapters, reports, and edited volumes on culturally relevant pedagogy, education reform in New Orleans, critical race theory and education, and research on race and education.
Gloria J. Ladson-Billings is Professor Emerita in the Departments of Curriculum and Instruction, Educational Policy Studies, and Educational Leadership and Policy Analysis at the University of Wisconsin, Madison. Ladson-Billings is author of the critically acclaimed volumes The Dreamkeepers: Successful Teachers of African American Children; Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms; and Beyond the Big House: African American Educators on Teacher Education.
Cecilia E. Suarez is an assistant professor of intercultural communication at the University of Florida. Her research focuses on access and equity for students of color in higher education and culturally relevant student development.
William T. Trent is a professor of education policy, organization and leadership, and sociology at the University of Illinois, Urbana-Champaign, and is director of the Center for Education in Small Urban Communities. He has taught courses in sociology of education, education and stratification, and postsecondary access at Illinois since 1983. He has served as an associate chancellor at Illinois and as a member of the National Research Council’s Board on Testing and Assessment.
James D. Anderson is dean of the College of Education, the Edward William and Jane Marr Gutgsell Professor of Education, and affiliate professor of history, African American studies, and law at the University of Illinois, Urbana-Champaign. His scholarship focuses broadly on the history of U.S. education, with a subfield in the history of African American education.