Negotiating Multiple Identities: Three Multiracial Community College Students Write about Race

Drawing on data from a larger multiple-case research study, the experiences of three multiracial community college students who wrote about race in and out of formal educational settings were analyzed using a Critical Race Theory lens. Data for analysis included multiple writing samples, self-selected by each participant; semi-structured interviews; and reflective journals in which participants recorded their writing activities throughout the week and then wrote about those experiences. Data showed that Selectivity, participants’ selective positioning of their racial identities within their texts, was a major theme in students’ writing in and out of formal educational contexts. Implications for college classrooms are discussed.

Addressing Classroom Diversity Competency: A Survey of Pre-service Candidates’ Perceptions in Puerto Rico

Globalization has made evident the importance and complexity of addressing diversity in teacher education programs. The main purpose of this research was to explore teacher candidates’ perceived competency level to manage diversity in the classroom with the intention of identifying program strengths and opportunities for improvement. Data gathered by surveying exit-level pre-service teaching candidates in a university in Puerto Rico indicated that they have sufficient theoretical knowledge and some practical skills to address most topics related to diversity in school. The results of this study will provide teacher education programs valuable data for assessing diversity competency in the teaching process.

Gender Equality in Academia: Intentions and Consequences

Gender inequality persists in academia. This review article examines how universities around the world act on gender inequalities through gender equality measures. The analytical hypothesis is that gender equality measures are a response to how problems of inequality are understood and, as such, they also reveal why inequalities are sustained in academia. A wide variety of approaches are in use, but this article focuses on three of the most common: gender mainstreaming, affirmative action, and mentoring programs. The review recognized a global pattern of gender discrimination in academia as well as differences between countries and disciplines. The article departs from a critical gender-equality approach provided by current feminist research. It concludes that gender equality measures focus mainly on women and men, ignoring intersecting categories of discrimination, and that weaknesses in implementing meritocratic practices play a key role in upholding inequalities. The article suggests that critical feminist knowledge can help lead the way toward more challenging perspectives on gender equality in academia, in which relations of power, local and national contextualizations, as well as intersecting categories of discrimination can be made visible.