Papers by Maxine McKinney de Royston
Author(s): McKinney de Royston, Maxine Ramona | Advisor(s): Suad Nasir, Na'ilah | Abstract: D... more Author(s): McKinney de Royston, Maxine Ramona | Advisor(s): Suad Nasir, Na'ilah | Abstract: Discussions about gaps in achievement and opportunity, educational debts, and educational inequities, point to the lingering salience and pernicious role of race in schools (Hilliard, 2003; Ladson Billings, 2006; Noguera, 2003). Yet, reforms are often characterized by a "quick-fix mentality and single-solution approach" (Lee, 2008, p. 208) that do not explicitly address racism nor attempt comprehensive shifts in approaches to education or schooling. Racial inequalities and racism, however, are historical issues African American youth and families have struggled with relative to education (Ladson Billings, 2006; Morris, 2002; Wells a Crain, 1997). In a post-Brown v. Board of Education context the periodic emergence of African American private, independent, and charter schools, and the myriad of reasons why African American families attend them and opt out of traditional public sc...
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Harvard Educational Review
In this article, Linn Posey-Maddox, Maxine McKinney de Royston, Alea R. Holman, Raquel M. Rall, a... more In this article, Linn Posey-Maddox, Maxine McKinney de Royston, Alea R. Holman, Raquel M. Rall, and Rachel A. Johnson examine Black parents’ educational decision-making in the racial and educational contexts of predominantly white suburban districts, majority-Black urban schools with an Afrocentric focus, and racially diverse urban public and private schools. Undertaking a qualitative meta-analysis, they ask, How and why is anti-Black racism salient in Black parents’ educational decision-making around schooling? Their findings reveal that race and anti-Black racism are central to Black parents’ school choice decisions. Specifically, they shape the trade-offs parents made in choosing a school for their child(ren), their ongoing risk assessments regarding the potential for racialized harm in their child(ren)’s schooling, and their continuous decision-making about whether to keep their child enrolled or move them to a different school. Regardless of geography, school type, grade level,...
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Harvard Educational Review, 2013
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American Educational Research Journal
Many Black educators in the United States demonstrate a political clarity about white supremacy a... more Many Black educators in the United States demonstrate a political clarity about white supremacy and the racialized harm it cultivates in and out of schools. We highlight the perspectives of some of these educators and ask, (1) How do they articulate the need to protect Black children? and (2) What mechanisms of protection do they enact in their classrooms and schools? Through further elaborating the politicized caring framework, our analyses show how Black educators disrupt the racialized harm produced within schools to instead (re)position Black students as children worthy of protection via caring relationships, alternative discipline policies, and other interpersonal and institutional mechanisms. This study has implications for teaching, teacher education, and how the “work” of teachers is conceptualized and researched.
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Theory Into Practice
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Race Ethnicity and Education
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Science Education
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Cognition and Instruction
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Journal of Education for Students Placed at Risk (JESPAR)
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Journal of the Learning Sciences
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Urban Education, 2017
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Cognition and Instruction, 2016
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Equity & Excellence in Education, 2016
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Harvard Educational Review, 2013
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csjarchive.cogsci.rpi.edu
During unmoderated discussions it is commonly observed that some people end up having more influe... more During unmoderated discussions it is commonly observed that some people end up having more influence than seems justified by the actual quality of their contributions. In this paper, we propose and illustrate a spreading-activation architecture for modeling such differential influence. ...
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Harvard Educational Review, 2013
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This article examines the teaching philosophies of Black male teachers of Black male students in ... more This article examines the teaching philosophies of Black male teachers of Black male students in manhood development classes in a district-wide program in
Oakland, California. Drawing on observations and instructor interview data, we explore the teachers’ histories, teaching philosophies, and the trajectory
of their racial-educational understandings. We utilize Gramsci’s (1971) theory of the organic intellectual, Mills’ (1997) and Leonardo’s (2013) theories of the subperson
and substudent, and Dumas’(2014) notion of Black suffering to theorize the ways that race comes into play in the teaching of African American male students. We find that racialization and re-humanization are key to instructors’ teaching, and we identify two key aspects of their teaching philosophies: (1) Humanization/Love and (2) Reciprocity.
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This paper examines the process by which stereotypical mainstream representations of black males ... more This paper examines the process by which stereotypical mainstream representations of black males (as hard, as anti-school, and as disconnected from the domestic sphere) were reimagined in all-black, all-male manhood development classes for 9th graders in urban public high schools. Findings show that instructors debunked stereotypes and created new definitions of black manhood through the practice of modeling manhood, critiquing existing notions of black manhood, establishing a caring community, and role modeling new ways of being. [black manhood,
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Participatory design-based research continues to expand and challenge the “researcher” and “resea... more Participatory design-based research continues to expand and challenge the “researcher” and “researched” paradigm by incorporating teachers, administrators, community members, and youth throughout the research process. Yet, greater clarity is needed about the racial and political dimensions of these collaborative research projects. In this article, we focus on how race and power mediate relationships between researchers and communities in ways that significantly shape the process of research. Using the notion of politicized trust as a conceptual lens, we reflect on two distinct participatory design projects to explore how political and racial solidarity was established, contested, and negotiated throughout the course of the design process. Ultimately, this article argues that making visible how race and power mediate relationships in design research is critical for engaging in ethical and sociopolitically conscious relationships with community partners and developing theoretical and practical knowledge about the repertoires of practice, tasks, and sociocultural competencies demanded of university researchers.
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Harvard Educational Review, 2013
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Papers by Maxine McKinney de Royston
Oakland, California. Drawing on observations and instructor interview data, we explore the teachers’ histories, teaching philosophies, and the trajectory
of their racial-educational understandings. We utilize Gramsci’s (1971) theory of the organic intellectual, Mills’ (1997) and Leonardo’s (2013) theories of the subperson
and substudent, and Dumas’(2014) notion of Black suffering to theorize the ways that race comes into play in the teaching of African American male students. We find that racialization and re-humanization are key to instructors’ teaching, and we identify two key aspects of their teaching philosophies: (1) Humanization/Love and (2) Reciprocity.
Oakland, California. Drawing on observations and instructor interview data, we explore the teachers’ histories, teaching philosophies, and the trajectory
of their racial-educational understandings. We utilize Gramsci’s (1971) theory of the organic intellectual, Mills’ (1997) and Leonardo’s (2013) theories of the subperson
and substudent, and Dumas’(2014) notion of Black suffering to theorize the ways that race comes into play in the teaching of African American male students. We find that racialization and re-humanization are key to instructors’ teaching, and we identify two key aspects of their teaching philosophies: (1) Humanization/Love and (2) Reciprocity.