Experiences of Racialization in Predominantly White Institutions Centered on the narratives from ethnically and racially diverse scholars of color with experience studying and working in predominantly White institutions in the United States, this volume offers critical reflection on common assumptions, policies, and practices which limit or preclude racial diversity and inclusion in various types of educational contexts and settings. Scholars at different stages of their careers and from varied sociocultural backgrounds offer powerful critiques of contemporary experiences of disproportionality, mis/labelling, and exploitation, among others. Exploring both personal and professional repercussions of these lived inequalities, the candid insights of racialized challenges and imbalances are linked to the schooling experiences of minoritized K-1 2 learners and their families. This book proposes solutions to promote equitable and inclusive environments for faculty and scholars from racialized backgrounds in higher education with a specific focus on universities with education programs. Students, scholars, and researchers across a broad number of fields including Educational Leadership, Ethnic Studies, Teacher Education, Higher Education may benefit from the discussions provided in this work. Rachel Endo is Founding Dean and Professor in the School of Education at the University of Washington Tacoma. Her research interests are in the areas of critical and decolonizing approaches to multicultural education, the language and literacy practices of diverse populations, and urban teacher education. She holds a Ph.D. in Language and Literacy Education from the University of Illinois at Urbana- Champaign. Routledge Research in Educational Equality and Diversity Books in the series include: Intersectional Pedagogy Creative Education Practices for Gender and Peace Work Gal Harmat Schools as Queer Transformative Spaces Global Narratives on Sexualities and Genders Jón Ingvar Kjaran and Helen Sauntson Promoting Academic Readiness for African American Males with Dyslexia Implications for Preschool to Elementary School Teaching Edited by Shawn Anthony Robinson & Corey Thompson High Achieving African American Students and the College Choice Process Applying Critical Race Theory Thandeka K. Chapman, Frances Contreras, Eddie Comeaux, Eligio Martinez Jr. and Gloria M. Rodriguez Community Participation with Schools in Developing Countries Towards Equitable and Inclusive Basic Education for All Edited by Mikiko Nishimura Experiences of Racialization in Predominantly White Institutions Critical Reflections on Inclusion in US Colleges and Schools of Education Edited by Rachel Endo For more information about this series, please visit: www.routledge.com/ Routledge- Research- in- Educational- Equality- and- Diversity/book- series/ RREED Experiences of Racialization in Predominantly White Institutions Critical Reflections on Inclusion in US Colleges and Schools of Education Edited by Rachel Endo First published 2021 by Routledge 52 Vanderbilt Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2021 Taylor & Francis The right of Rachel Endo to be identified as the author of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging- in- Publication Data Names: Endo, Rachel K., editor. Title: Experiences of racialization in predominantly white institutions : critical reflections on inclusion in US colleges and schools of education / edited by Rachel Endo. Description: Abingdon, Oxon ; New York, NY : Routledge, 2021. | Includes bibliographical references and index. Identifiers: LCCN 2020015090 (print) | LCCN 2020015091 (ebook) | ISBN 9780367376987 (hardback) | ISBN 9780367544850 (paperback) | ISBN 9780429355639 (ebook) Subjects: LCSH: Segregation in higher education—United States. | United States—Race relations. | Education, Higher—Social aspects—United States. | College teachers—United States— Attitudes. | Race discrimination—United States. Classification: LCC LC212.72 .E87 2021 (print) | LCC LC212.72 (ebook) | DDC 378.73089/96073—dc23 LC record available at https://lccn.loc.gov/2020015090 LC ebook record available at https://lccn.loc.gov/2020015091 ISBN: 978- 0- 367- 37698- 7 (hbk) ISBN: 978- 0- 367- 54485- 0 (pbk) ISBN: 978- 0- 429- 35563- 9 (ebk) Typeset in Sabon by Apex CoVantage, LLC Contents Acknowledgments vii Author Biographies ix A Note on Terminology: The Power of Language 1 RACHEL ENDO Optical Illusions: On Being Un/Desirable Bodies of Difference in Education 6 RACHEL ENDO 1 “A Slippery Slope”: From Deficit-B ased Vantage Points to Ignorance for White Pre- Service Teachers 18 ALVIN LOGAN, JR. 2 (Re)discovering My Racialized Body: Critical Autoethnographic Connections 29 L. TRENTON S. MARSH 3 Life After Death: Beyond the Epistemologies of Black Education Struggle in Teacher Preparation and Toward a Pedagogy of Black Educational Life 44 EZEKIEL JOUBERT III 4 Even if Our Voices Shake: Refusing to Be and Teach “Inside of the Lines” 56 FERIAL PEARSON AND SANDRA RODRÍGUEZ-A RROYO 5 From Consumption to Refusal: A Four- Part Exploration of the Dilemmas of Black Education Scholars and Radical Knowledge 75 BRIAN D. LOZENSKI vi Contents 6 A Shattered Window 88 SANDRA L. GUZMAN FOSTER 7 Disproportionate Underrepresentation of Faculty of Color in Education: A Critical disAbility Studies in Education (dSE) Analysis 99 HYUN UK KIM 8 From the Mekong River to the Merrimack River: One Lao American Refugee’s Journey Through the Academy 109 PHITSAMAY SYCHITKOKHONG UY 9 Still Searching: My Present Reality 120 KEITHA- GAIL MARTIN- KERR 10 “You Need to Be More Social”: Controlling Images of Black Women in Tenure Dossiers 130 STEPHANIE L. BURRELL STORMS 11 Iconic Modernism and Gendered- Racialized Realities 139 SHEILA W. STAMM Conclusion – From Relics of Racial Oppression to Sites of Authentic Inclusion: Challenges and Possibilities 152 RACHEL ENDO References 160 Index 175 Acknowledgments After a five- year pregnancy, a beautiful baby (i.e., this book) has finally been birthed into this world. Foremost, I thank all of the authors for contributing to this project. Your brilliance, candid views, humor, loving ways, refusal, and wit will capture many hearts, minds, and souls across “the color line.” Continue to share your experiences, knowledge, and wisdom with the world. Continue to insist on equity wherever you go. Also, special thanks to Sheila W. Stamm, my dear friend, mentor, and much- admired woman warrior, for generously allowing us to incorporate her beautiful artwork. I am always grateful for the intellectual nourishment that my many mentors have offered me over the years. Foremost, I thank Violet Har- ris for being my North Star. I am deeply honored to know a scholar who embodies the highest level of brilliance and grace in all aspects of life. Other scholars I would like to thank for inspiring and supporting me over the years include Shireen Bingham, Veena Deo, Julia Garrett, the late John Langan, Kevin Kumashiro, Susan Naramore Maher, Gary Marshall, Fayneese Miller, Jody Neathery- Castro, Kent Ono, Yoon Pak, John Pyle, Mike Reynolds, Phil Smith, the late Peter Suzuki, among many others. I thank my intellectual community for keeping me sane over the years, particularly Diem-m y Bui, Vichet Chhuon, Mary Ellerbe, Frank Hernandez, Mike Jones, the late Keshia Korman (Bless/Bliss you, heart), Sharon Lee, Shelley Lee, Timothy Lensmire, JB Mayo, Jr., James McShay, Ali Modarres, Naomi Taylor (and Julia and Willie), and Stanley Thanga- raj. Special thanks to Bradley Cole for helping me with some last- minute work with this project. The academy has Yellow Periled me time (and time) again. I often experience deep disaffection . . . until I remember how education schol- ars, like the contributors of this book, have positively transformed the lives and minds of hundreds of high-t alent students. Finally, my extended and immediate families have been the key source of my life and livelihood. I also fondly remember and lovingly acknowledge my viii Acknowledgments ancestors, as well as my relatives who passed away during my lifetime. I am grateful to everyone, alive and deceased, for uplifting me through some of the most trying times of my professional life, especially as I try to find my path as the “free and easy wanderer” – with and/or without the academy. Author Biographies Rachel Endo University of Washington Tacoma Rachel Endo is Founding Dean and Professor in the School of Education at the University of Washington Tacoma. Her research interests are in the areas of critical and decolonizing approaches to multicultural edu- cation, the language and literacy practices of diverse populations, and urban teacher education. She holds a Ph.D. in Language and Literacy Education from the University of Illinois at Urbana- Champaign. Sandra L. Guzman Foster University of the Incarnate Word Sandra L. Guzman Foster is Associate Professor and The Sister The- ophane Power Endowed Chair in Education at the University of the Incarnate Word. Her research interests are in the areas of critical mul- ticulturalism, critical pedagogy, reflective practice, and urban educa- tion. She holds a Ph.D. in Educational Leadership and Policy Studies from Arizona State University. Ezekiel Joubert III California State University, Los Angeles Ezekiel Joubert III is Assistant Professor in Educational Foundations at California State University, Los Angeles. He was previously an adjunct instructor at Hamline University and Metropolitan State Uni- versity’s Urban Teacher Program in Minnesota. His research interests are in the areas of the educational challenges and visions of Black rural communities, where he researches the ways that Black students and their families respond to and reimagine the contemporary educational structures that prevent equal access to quality education. He holds a Ph.D. in Education with an emphasis in Culture and Teaching from the University of Minnesota. Hyun Uk Kim Simmons College Hyun Uk Kim is Associate Professor in Education at Simmons College. Her research interests are in the areas of autism across cross- cultural