Race, Class, And Gender In Education Research: An Argument For Integrative Analysis by Carl A Grant and Christine E Sleeter

This commentary focuses on race, social class as well as gender. However, in this article these factors are seen at detached issues within academic literature. The writers analyse a sample of academic literature from various journals over the period of ten years, in order to regulate the degree to which these group factors were assimilated. 

Further to the examination, minor assimilation was found. Grant and Slater then go on to deliver illustrations of compliant learning in order to demonstrate how considering an aspect from these issues can actually distort ‘behaviour analysis’ as well as conducing a continuance of race, social class and gender preconceptions. 

Grant, C. and Sleeter, C. (1986). Race, Class, and Gender in Education Research: An Argument for Integrative Analysis. Review of Educational Research, 56(2), pp.195-211.

'The Forgotten Minority: Examining Religious Affiliation And University Satisfaction' by Nicholas A Bowman and Cynthia Toms Smedley

This article goes in line with my desired research topic as it discusses discrepancies in satisfaction amongst university students as well as graduation rates in regards to race, ethnicity, and gender as well as socio- economic status. In addition to this, religious links established another disregarded form of identity which is student’s outcomes. 

However, in terms of Christian privilege within the States of America, students from relegated religions as well as individuals who do not classify themselves with any other organised religion can in fact face substantial difficulties on campuses and even throughout the society. In addition, this article includes statistical facts in order to back up their claims. For example, using a sample of 3,098 undergraduates throughout 28 institutes, examining the magnitude to which higher education satisfaction varies as a function if ‘students religious affiliation’

Bowman, N. and Toms Smedley, C. (2012). The forgotten minority: examining religious affiliation and university satisfaction. High Educ, 65(6), pp.745-760.

'Theorising Inner-city Masculinities: 'race', class, gender and education', Gender & Education' by Louise Archer & Hiromi Yamashita

This article looks at male students within the central London (England, UK) area, who are stereotyped and are usually associated with a range of issues in a social environment as well as an academic setting. In spite of feminist theorists querying for distinct and convoluted analysis in regards to ‘racialised and classed’ factors of masculinity.

In addition to this, this piece of writing engrosses with the demand of theorising working class male students’ virility within the inner- city in an all-inclusive setting.  Furthermore, data has been collected from discussions with male students in a school in central London. This data was used to exemplify constructions of ‘culturally entangled’ manliness.

Lastly, this article also looks at the label ‘bad boys’ which are positioned in conflict of education and in relation to subjects such as ‘hegemony’, ‘patriarchy’ and racial and class inequalities.

Archer, L. and Yamashita, H. (2003). Theorising Inner-city Masculinities. 'race', class, gender and education', Gender & Education,, 15(2), p.115.

 

Race and Culture in the Classroom: Teaching and Learning Through Multicultural Education by Mary Dilg

This book looks at the dynamics within an urban high school. As an English teacher with a white background, defines and examines major encounters within the classroom. Dilg also looks at the ‘joys at the heart’ of multicultural education with young people.

What is more, Dilg looks at profound matters and demonstrates how educationalists can conduct questions upon race as well as culture within the subjects that are taught. Furthermore, Dilg proposes agendas for the procedures, quandaries and lastly, the welfares of multicultural education. However, Dilg also indicated that multicultural approach towards schooling is substantially more multifaceted compared to frequently acknowledged factors.

Dilg, M. (1999). Race and culture in the classroom. New York: Teachers College Press.

Race, Gender and Educational Desire Why Black Women Succeed and Fail By Heidi Safia Mirza

This book concentrates on the emotional and social consequences of gender differences as well as racial division which are experienced by Black and other ethnic female individuals within the educational environment. It also looks at the intersections of race and gender within this sector.

In addition to this, commentators have debated the reasons behind endemic gender and race inequalities within academia as well as looking at alternative power of a black feminist context in enlightening the interconnections among race and gender and procedures of inequality in an educational environment.

Lastly, this book argues that black female’s educational desire for themselves and their off- springs exemplifies a feminist prospective for a multicultural future.   

Mirza, H. (2009). Race, Gender And Educational Desire.. London: Routledge.

Race, Culture, and Education by James A. Banks

This book is a collection of theories and works by James A. Banks, who is thought to be the founding father of multiculturalism in the United States. Banks is also known as one of the most crucial founder, theorist as well as researcher of this field. The collection contains twenty- one finest concepts that Banks came up with throughout the duration of his career. In addition to this, Banks looked at crucial topics within this field which, in fact, shaped the turf of multicultural education.

The key concepts which are looked at in this book are: ‘Black studies and the teaching of history’, ‘Research and the issues within it’, ‘Teaching ethnic studies' as well as 'social studies intended for decision- making and citizen accomplishments’, ‘Multi- ethnic  education and school reforms’, ‘Multicultural education and knowledge construction’, ‘The global dimensions of multicultural education’, lastly, ‘Democracy, diversity and citizenship education’.

Banks, J. (2006). Race, culture, and education. London: Routledge.

Race, Ethnicity and Gender in Education By Joseph Zajda & Kassie Freeman

This book looks at scholarly researches on key discourses within race, gender and ethnicity within the educational environment. This book contains easily available, practical as well as academic sources in regards to international concerns within the subject of ‘global culture’.

Furthermore, this is a sourcebook of theories intended for researchers, practitioners as well as policymakers within the sectors of schooling, globalisation, social justice, egalitarianism and admittance within academia all around the world. This book also contains an overview of existing concerns affecting investigations of education in race, gender and ethnicity. In addition, providing directions within this sector of research that is relevant to progressive pedagogy, social change as well as transformational educational reforms within the 21^st century. Further, critically analysing the general interaction between genders within the global culture.

Zajda, J. and Freeman, K. (2009). Race, ethnicity and gender in education. Slovenia: Springer.