Showing papers by "Daniel G. Solorzano published in 2007"

Racial Primes and Black Misandry on Historically White Campuses: Toward Critical Race Accountability in Educational Administration

Abstract: Background: Racial primes are an outgrowth and inculcation of a well-structured, highly developed, racially conservative, “race-neutral” or “color-blind” racial socialization process in which children learn race-specific stereotypes about African Americans and other race/ethnic groups As they get older, they continue to receive—both involuntary and voluntary—corroborating messages of anti-Black stereotypes from adults, friends, games, folklore, music, television, popular media, and the hidden curriculum A result of this belief system is Black misandry Black misandry refers to an exaggerated pathological aversion toward Black men created and reinforced in societal, institutional, and individual ideologies, practices, and behaviorsFindings: Through the use of focus group interview data from African American male students at four universities, it reveals that potent Black misandric beliefs exist in both academic and social spaces in the collegiate environmentConclusions: Using critical race theory as a

An Examination of Latina/o Transfer Students in California's Postsecondary Institutions. Latino Policy & Issues Brief. Number 16.

Abstract: to provide equal access to higher education for all students in the state. Yet even though Latina/os will soon make up the majority of students in K-12 education, the enrollment of Latina/os in the state’s postsecondary institutions remains low. When compared to the percentage of Latina/ os enrolled in grades K-12, Latina/os are underrepresented in all three segments of the state’s postsecondary education system: California Community Colleges (CCC), the California State University (CSU), and the University of California (UC) (Ornelas and Solorzano 2004). For example, figure 1 shows that in 2003, 47 percent of K-12 students in public California schools were Latina/o, yet only 14 percent were enrolled at a UC campus and 25 percent at a CSU campus. The majority of these students were concentrated in the community college system. This brief examines the transfer function from community college to four-year institutions as a critical segment of the education pipeline for Latina/o students. An ExAminAtion of LAtinA/o trAnsfEr studEnts in CALiforniA’s PostsECondAry institutions L at i n o P o l i c y & I s s u e s B r i e f