Research from the College of Education and Human Ecology

The Program on Intergroup Relations at the University of Michigan describes social identity groups based on the physical, social, and mental characteristics of individuals. They are sometimes obvious and clear, sometimes not obvious and unclear, often self-claimed and frequently ascribed by others. For example, racial groupings are often ascribed as well as self-claimed. 

Narui led a Professional Development learning experience on the topic of Social Identity groups and role of the Cycle of Socialization may have in our learning, how this may have affected beliefs about race, and strategies for aligning these concepts for anti-racist movements. 

Following are resources related to the concepts of social identity and socialization. 

The center looks to the College of Education and Human Ecology’s Office of Equity, Diversity, and Global Engagement (EDGE) under the leadership of Dr. Noelle Arnold for ongoing guidance in this work. Their research on these topics and oversight of the REDI Movement serve as critical touchpoints along our journey.

What the Over-punishment of Black Girls in US Classrooms Teaches Us About Just School Discipline

Explore the interrelated phenomena of teachers’ paternalistic aims and their misattributions of the agency of their students within schooling contexts of systemic racial injustice in the United States. Teachers in these contexts assess agency in patterned, predictable ways that stem from – and reify – preexisting unjust patterns of oppression.

Elementary Mathematics and #BlackLivesMatter

Engage with suggestions for classroom activities and a self-reflection activity on setting up a classroom space safe for all voices to engage in discussions about the importance of diversity, restorative justice, empathy, loving engagement, and Black families.

It’s Not About You, It’s About Us: A Black Woman Administrator’s Efforts to Disrupt White Fragility in an Urban School

This case centers on a Black woman school administrator and efforts to disrupt Whiteness among an urban elementary school teaching staff. The case details the resistance she encounters while encouraging teachers to confront “White fragility” and consider how their fragile perspectives on race and racism shape how they educate Black students.