The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
When Oppression and Liberation Are the Only Choices: The Representation of African Americans within State Social Studies Standards
Abstract
This study seeks to understand the ways nine states represent African Americans within their standards for U.S. History. Previous research on the effects of high-stakes assessment on social studies educators suggests teachers align their instruction with information found in state standards. Therefore, an understanding of the way African Americans are represented in state standards may lead to a better understanding of how teachers portray African American history in their classrooms. The states included in the study, California, Georgia, Indiana, New York, North Carolina, Oklahoma, South Carolina, and Virginia, all annually assess students and teachers though end-of-course assessments. For each set of standards, all references to African Americans were coded and then categorized. Additionally, all references to individual African Americans were noted and analyzed for patterns. The results suggest that the states tend to focus on instances and individuals associated with African American oppression or liberation and largely avoid societal and cultural contributions. Therefore, it is suggested that states reframe their standards to include more explicit references to cultural accomplishments of African Americans.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Journell (2008) finds that states' focus on African Americans is limited to slavery, segregation, and the Civil Rights Movement, further limited to “oppression and emancipation [without including information on] culture and contribution” (p.43).”
From A Critical Pedagogy of Place (2013) · cites this paper as Journell (2008)
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“Journell points out that Georgia's state standards do not include slavery and human rights, contributions to labor and war efforts, factions of the Civil Rights Movement, or post-Civil Rights contributions (p.50) while these areas are represented in other states' standards, including California, New York, North Carolina, and Virginia.”
From A Critical Pedagogy of Place (2013) · cites this paper as Journell (2008)
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools
Ladson-Billings, G. (2006) · Educational Researcher · doi:10.3102/0013189x035007003 · Cited by 3,211 · cited 1×
“Yet, over a decade after states first began drafting curriculum standards, many have questioned the ability of standards to promote educational equality (Darling-Hammond 2004; 2006; Ladson-Billings, 2006; Ryan, 2004).”
Research works printed but not linked: 38
- 10.3102/00346543076004653 · DOI
- Ahonen S. (2001). Politics of identity through history curriculum: Narratives of the past for social exclusion-or inclusion? Journal of Curriculum Studies, 33, 179-194. · DOI
- 10.1111/j.1467-873X.2005.00315.x · DOI
- 10.1111/j.1467-9620.2006.00664.x · DOI
- 10.1177/235227982000024002002 · DOI
- 10.1111/j.1467-9620.2004.00372.x · DOI
- Darling-Hammond L. (2006). Securing the right to learn: Policy and practice for powerful teaching and learning. Educational Researcher, 35(1), 13-24. · DOI
- Education Commission of the States. (2002). State policy review of high school end of course assessment programs. Retrieved March 18 2007 from http://www.ecs.org/html/offsite.asp?document=http%3A%2F%2Fwww%2Enashonline%2Eorg%2Fcontent%2FEOCReport%2Epdf
- 10.1111/0362-6784.00100 · DOI
- 10.3102/00028312037001185 · DOI
- 10.1080/002202798183459 · DOI
- 10.1177/016146810110300305 · DOI
- Gutmann A. (1987). Democratic education. Princeton: Princeton University Press.
- Gutmann A. (2004). Unity and diversity in democratic multicultural education: Creative and destructive tensions. In Banks J. A., (Ed.), Diversity and citizenship education: Global perspectives (pp. 71-96). New York: Jossey-Bass.
- Holmes M. (2001). Education and citizenship in an age of pluralism. In Ravitch D., Viteritti J. P., (Eds.), Making good citizens: Education and civil society (pp. 187-212). New York: Yale University Press.
- 10.1080/00933104.2000.10505911 · DOI
- Ladson-Billings G. (2003). Lies my teacher still tells: Developing a critical race perspective toward the social studies. In Ladson-Billings G., (Ed.), Critical race theory perspectives on social studies: The profession, policies, and curriculum (pp. 1-11). Greenwich, CT: Information Age Publishing. · DOI
- 10.1080/0022027032000135058 · DOI
- 10.1177/235227982004028001003 · DOI
- Loewen J. W. (1996). Lies my teacher told me: Everything your American history textbook got wrong. New York: Simon and Schuster.
- 10.1111/j.1467-9620.2005.00503.x · DOI
- Mathison S., Fragnoli K., (2006). Struggling for good assessment in social studies education. In Ross E. W., (Ed.), The social studies curriculum: Purposes, problems, and possibilities (3rd ed., pp. 197-215). Albany: State University of New York Press.
- Mathison S., Ross E. W., Vinson K. D. (2006). Defining the social studies curriculum: Influence of and resistance to curriculum standards and testing in social studies. In Ross E. W., (Ed.), The social studies curriculum: Purposes, problems, and possibilities (3rd ed., pp. 99-114). Albany: State University of New York Press.
- 10.1525/aeq.1987.18.4.04x0022v · DOI
- 10.3102/0013189X021008005 · DOI
- 10.1080/00098655.1996.10114296 · DOI
- 10.1177/003172170608700806 · DOI
- Ross E. W. (2006). The struggle for the social studies curriculum. In Ross E. W., (Ed.), The social studies curriculum: Purposes, problems, and possibilities (3rd ed., pp. 17-36). Albany: State University of New York Press.
- Ryan J. E. (2004). The perverse incentives of the no child left behind act. New York Law School Review, 79, 932-982.
- Schwandt T. A. (1994). Constructivist, interpretivist approaches to human inquiry. In Denzin N. K., Lincoln Y. S., (Eds.), Handbook of qualitative research (pp. 118-137). Thousand Oaks, CA: Sage.
- Schwandt T. A. (2003). Three epistemological stances for qualitative inquiry: Interpretivism, hermeneutics, and social constructionism. In Denzin N. K., Lincoln Y. S., (Eds.), The landscape of qualitative research: Theories and issues (2nd ed., pp. 292-331). Thousand Oaks, CA: Sage.
- 10.1080/00933104.2003.10473227 · DOI
- 10.1111/j.1467-873X.2005.00314.x · DOI
- 10.1177/235227982006030002005 · DOI
- 10.1177/235227982005029002004 · DOI
- 10.3200/TSSS.98.2.54-58 · DOI
- 10.1525/aeq.1996.27.3.04x0354p · DOI
- 10.1108/SSRP-03-2006-B0005 · DOI
Cited by
Sorted by citations
Cutts, Q. M. (2013) · Journal of Curriculum Theorizing · doi:10.63997/jct.v28i3.387 · Cited by 16
Metadata
- Authors
- Journell, W.
- Affiliations
- University of Illinois at Urbana-Champaign
- Venue
- The Journal of Social Studies Research
- Publisher
- SAGE Publications
- Published
- 2008-04
- Volume
- 32
- Issue
- 1
- Pages
- 40-50
- ISSN
- 0885-985X
- 2352-2798
- Cited by
- 42
- References
- 1
- Language
- en
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
