Racialized organizations theory applied to schools across macro, meso, and micro levels¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Drawing on Ray (2019), the article treats schools as racialized organizations in which "racialization is the 'the background in which organizations operate.'" Structures, practices, and attitudes produce unequal distributions of resources, and racial attitudes and ideologies circulate through actions that either reproduce inequality or disrupt it. The article organizes its analysis into institutional (racial state), organizational (schools and districts), and individual (prejudice, stereotypes, deficit thinking) levels, applied to how SSWs perceive and act within these contexts.

Design Implications¶

Context¶

Requirements¶

• Analysis must attend to how individual actors within schools challenge or reinforce racialization processes

Constraints¶

• The article notes actors operate within racialized systems and are often caught up in racially blind or evasive discourses, and may not recognize their own micro-level racial attitudes even when recognizing them in others

Target Learners¶

• Immigrant students and the school-based personnel who serve them

Target Learning Objectives¶

• Reducing racial inequality in schools and promoting equitable access to resources

Claims¶

• Ssws Deficit Racial Attitudes [+M]
• Ssw Awareness Linked Advocacy Actions [+M]

Related Theories¶

• Nested Contexts Of Reception Framework

Examples¶

• Structural, school-level approaches to address teachers' explicit immigration attitudes

Key Sources¶

• Rodriguez, Roth, & Villarreal Sosa. (2022). "Immigration Enforcement Is a Daily Part of Our Students' Lives": School Social Workers' Perceptions of Racialized Nested Contexts of Reception for Immigrant Students. AERA Open. https://doi.org/10.1177/23328584211073170