Presents an overview of W. E. Cross's original (1971) and revised (1991) nigrescence theory in the context of developing a scale to measure the revised model. Also highlighted is the purpose of the other articles in this special issue of the "Journal of Multicultural Counseling and Development." (Contains 28 references and 1 table.) (GCP)

Presents the Key model, a model of White male identity development. The theoretical underpinnings of J. Helms's (1990) White Racial Identity Development Model, other relevant identity models, as well as information on male gender role socialization are presented in relation to their influence on the Key model's development. (Contains 44 references…

The authors developed a model of the relationships between racial identity development and socially desirable responding, using a sample of African American undergraduate students. Instruments used were the Racial Identity Attitude Scale-Long Form (J. E. Helms & T. A. Parham, 1996) and the Balanced Inventory of Desirable Responding (D. L.…

Modern discussions of race and racial identity are hostage to the eye, tending to treat race as an exclusively visual phenomenon, and ignoring the role of the other senses, namely hearing, smell, touch, and taste. However, taking seriously the sensory history of race and racism helps in appreciating just how unthinkingly race is made, how racism…

Asian American Education--Asian American Identities, Racial Issues, and Languages presents groundbreaking research that critically challenges the invisibility, stereotyping, and common misunderstandings of Asian Americans by disrupting "customary" discourse and disputing "familiar" knowledge. The chapters in this anthology…

Research has revealed an underlying link between identity construction and academic success for adolescents (Nasir & Saxe, 2003); however, research has not addressed how students' identities are formed and negotiated in the cultural practices of elementary school. This article examines how early elementary Mexican-origin bilinguals' racial,…

This article explores the interaction between racial and ethnic identity, racial centrality, and giftedness and then uses an expectancy-value motivation model as a framework for understanding how the interplay among racial identity, centrality, and giftedness contributes to the motivation of African American gifted students. The analysis begins by…

This introduction to the special issue explores the possibilities of postcolonial praxis in the field of education. The local/global focus of postcolonial perspectives invites alternative ways of theorizing question of pedagogy, curriculum and research. Postcolonial praxis similarly highlights how questions of differences and identity need to be…

Sexual assault victims face more social criticism than victims of any other crime. It is uncertain whether women of color are more at risk for sexual assault than White women during their college years. However, studies suggest that Black female sexual assault victims are more likely than White female victims to be blamed for their attacks and…

In this article, three educators share case studies describing racial biases and segregationist practices in early schooling. The authors draw upon critical race theory as a lens and employ critical discourse analysis to uncover classed and raced biases within and across three early childhood contexts. While the cases are situated in specific…

The study is an autoethnographic case study of one Black man's experiences, both within and outside academe. Two strands of vignettes--one personal, the other professional--run throughout the paper. The two strands are presented in a format similar to parallel editing used in film editing. The overarching goal of the piece is to offer a view of…

The authors assessed the emergence of a South African identity among Black, Colored (mixed ancestral origin), White (predominantly English speaking), and Indian adolescents participating in a birth cohort study called "Birth to Twenty" in Johannesburg, South Africa. They examined young people's certainty of their self-categorization as…

This article discusses my interactions with the teacher in whose classroom I conducted my doctoral research. That project was concerned with using transformative Drama pedagogy to reconceptualise cultural identity in multicultural curricular policy. The participants in my study comprised of 15 Grade Nine Drama students and their teacher at "May…

Research on how racialization operates in immigrant context, particularly in relation to immigrant teachers, is marginalized as an area of inquiry in US educational research. This paper examines how immigrant teachers negotiated ideological and resistant notions of teacher authenticity in US school settings. In particular, the author examines how…

Using personal narrative as a form of inquiry, this paper analyzes the possibilities of re/claiming epistemological grounds within racialized transnational spaces. Categories of race, nationality, and subject positions influence the legitimacies that are extended, withdrawn and or usurped within such transnational interactions. The paper examines…