Rita Kohli

Critical race reflections: valuing the experiences of teachers of color in teacher education

While research has demonstrated that White teachers often must be taught about the pain of racism in order to not perpetuate it, this may not apply to racial minority teachers. Through personal experience, Teachers of Color are likely aware of the trauma that racism can cause students. Within teacher education, we must create research and teaching strategies that acknowledge racial minority teachers as insiders to the experiences of racism in school, and as valuable assets in the fight for educational justice. Using a critical race theory (CRT) framework, this article explores the reflections of Women of Color educators regarding their encounters and observations with race and racism in K‐12 schools. Qualitative interviews were conducted with twelve Asian‐American, Black and Latina women enrolled in a social justice teacher preparation program in Los Angeles. Their stories expose (1) the personal experiences with racism the women endured within their K‐12 education; (2) the parallel experiences with racism they observe Students of Color enduring in schools today; and (3) racial hierarchies within teacher education. This data highlights a cycle of racism that continues to manifest in the educational experiences of Asian‐American, Black and Latina/o youth. Additionally, the important stories and ideas revealed through the process of this research draws attention to the personal knowledge teacher preparation programs can tap into when training Teachers of Color about educational inequality.

Teachers, please learn our names!: racial microagressions and the K-12 classroom

Many Students of Color have encountered cultural disrespect within their K-12 education in regards to their names. While the racial undertones to the mispronouncing of names in schools are often understated, when analyzed within a context of historical and current day racism, the authors argue that these incidents are racial microagressions – subtle daily insults that, as a form of racism, support a racial and cultural hierarchy of minority inferiority. Furthermore, enduring these subtle experiences with racism can have a lasting impact on the self-perceptions and worldviews of a child. Using a Critical Race Theory (CRT) framework and qualitative data, this study was designed to explore the racial microaggressions and internalized racial microaggressions of Students of Color in K-12 settings in regards to their names. Black, Latina/o Asian American, Pacific Islander and mixed race participants were solicited through various education electronic mail lists, and data was collected through short answer questionnaires and interviews. Coded for emergent themes, the data is organized into three sections: (1) Racial microaggressions and names in school; (2) Internalized racial microagressions; and (3) Addressing racial microagressions and internalized microagressions in schools. This article gives language to the racialized experiences many Students of Color endure. Additionally, it furthers our understanding of racial microaggressions by analyzing the complexity and impact from a multi-racial lens.

Unpacking Internalized Racism: Teachers of Color Striving for Racially Just Classrooms.

Within racial inequitable educational conditions, students of color in US schools are susceptible to internalizing racism. If these students go on to be teachers, the consequences can be particularly detrimental if internalized racism influences their teaching. Framed in Critical Race Theory, this article investigates the process pre-service teachers of color took in unpacking their internalized racism as they strive for racially just classrooms. In-depth interviews and focus groups were conducted with black (four) Latina (four) and Asian American (four) women enrolled in a social justice-oriented urban teacher education program in California. Data revealed that participants in this study: (1) had experienced racism and internalized racism in their K-12 education; (2) had done self-work prior to enrolling in their teacher education program to begin the process of unpacking internalized racism; and (3) felt that critical dialogues about internalized racism within teacher preparation was essential to develop pedagogy that challenges racial inequality. This study adds to the field by taking a cross-racial approach to understanding the struggles of teachers of color with internalized racism in their own lives. It additionally outlines an important process many teachers of color go through to develop racially just classrooms.

Racial Pedagogy of the Oppressed: Critical Interracial Dialogue for Teachers of Color

Brazilian education activist Paulo Freire (1970) argues that to create social change, oppressed people must have critical consciousness about their conditions, and that this consciousness is developed through dialogue. He theorizes that dialogue allows for reflection and unity building, tools needed to transform society. When considering racial oppression in K-12 schools, racial minority teachers have an often-untapped insight and power to transform classrooms and schools (Kohli, 2009). Connected through a commonality of racial oppression, it is important for teachers of color to engage in cross-racial dialogues about manifestations of racial injustice in K-12 schools and to develop strategies for change. Utilizing Freires conceptual lens and a critical race theory (CRT) framework, this article highlights critical race dialogue about the educational experiences and observations of 12 black, Latina, and Asian American women enrolled in a teacher education program. Through cross-racial discussions, the women were able to broaden their multicultural understanding of racial oppression as well as strategize solidarity building among diverse students in urban classrooms. This study demonstrates knowledge and insights of teachers of color and highlights the importance of interracial dialogue in school contexts.

Behind School Doors The Impact of Hostile Racial Climates on Urban Teachers of Color

Despite recruitment efforts, teachers of Color are underrepresented and leaving the teaching force at faster rates than their White counterparts. Using Critical Race Theory to analyze and present representative qualitative narratives from 218 racial justice–oriented, urban teachers of color, this article affirms that urban schools—despite serving majority students of Color—operate as hostile racial climates. Color blindness and racial microaggressions manifest as macro and micro forms of racism and take a toll on the professional growth and retention of teachers of Color. These findings suggest a need for institutionalized reform to better support a diverse K-12 teaching force.

Presence of tyrosine-O-sulfate in sheep pituitary prolactin

When the metabolically obtained 35S‐labelled sheep pituitary prolactin‐rich fraction was subjected to chemical deglycosylation the radioactivity was retained in the immunoprecipitable prolactin. 35S‐labelled prolactin‐rich pituitary extract was fractionated on SDS‐PAGE and protein was extracted from prolactin positive bands. When the extracted 35S‐labelled prolactin was hydrolysed by alkali and then chromatographed on a thin layer of silica, it showed the presence of a radioactive compound which had an R f value identical to the standard Tyr‐O‐SO4 synthesized and characterized in our laboratory.

Guest Editors’ Introduction: The State of Teachers of Color

The current teaching environment for teachers of Color is troublesome and often contentious. Teacher preparation programs worry too often about the discomfort of White teachers, who make up the majority of the teaching profession, to the neglect of the needs of teachers of Color (Amos, 2010; Montecinos, 2004; Sleeter, 2011). Although efforts to diversify the teacher workforce are taking place in various university-based teacher preparation programs (Sleeter, Neal, & Kumashiro, 2015), the national conversation on the need for a diverse group of teachers has waned in comparison to what it was 20 years ago (Dilworth & Coleman, 2014). Unfortunately, contemporary events have reified negatives narratives in the media and the profession regarding the relevancy and competency of teachers of Color. For example, in the aftermath of Hurricane Katrina, we witnessed the mass displacement of teachers of Color in the reconstructed, charter-school-dominated schooling system inNewOrleans (Buras, 2011).Moreover, the national media’s attention to the cheating scandal in the Atlanta Public Schools system portrayed Black teachers as criminals. Although the educators were accused of cheating on standardized tests, they were actually convicted of committing racketeering, a charge usually reserved for mobsters, gang leaders, and corrupt financial organizations (P. Jackson, 2015; Phelps, 2015). Indeed, if the educators are guilty, then suitable punishment is appropriate (i.e., suspension or the revocation of their teaching license). However, in the case of the Atlanta teachers, the racial profiling and scapegoating of Black teachers are reflective of an unjust schooling system that perpetually fails both students and teachers of Color (Cooper, 2015). Much more needs to be learned about how to equitably and effectively educate students of Color and teachers of Color are deemed a necessary part of that educational reform process. In an extensive review of the literature, Villegas and Irvine (2010) identified three empirically-based arguments for the benefits that teachers of Color bring to K-12 schooling: (1) they serve as rolemodels to all students; (2) since they tend to work in high-minority urban schools, they reduce the acute shortage of educators; and (3) many of them are particularly well-suited for teaching students of Color because they bring to their work a deep understanding of the cultural experiences of these learners. According to the academic literature, teachers of Color tend to have higher expectations of students of Color (Oates, 2003; Uhlenberg & Brown, 2002), are more likely to utilize culturally relevant pedagogies (Dixson & Dingus, 2008; Irizarry & Donaldson, 2012; Lynn, 2006), and serve as cultural brokers with the community (Eddy & Easton-Brooks, 2011; García-Nevarez, Stafford, & Arias, 2005; Gomez & Rodriguez, 2011). Additionally, teachers of Color are more likely to engage in racial discourse (Thompson, 2004) and challenge racial inequality (Kohli, 2009). While it is not guaranteed that every racial minority teacher will be effective with students of Color (Achinstein, Ogawa, Sexton, & Freitas, 2010), it has been shown that teachers of Color play a role in remedying racial disparities of achievement (Villegas & Irvine, 2010). Though this may seem like “double-talking,” where teachers of Color are framed as both the problem and the solution (Jackson, Boutte, & Wilson, 2013), understanding their experiences and supporting teachers of Color are significantly understudied elements to improving academic opportunities for students of Color. Teachers of Color continue to be underrepresented within US public schools. Students of Color are steadily increasing and are predicted to comprise over 50% of K-12 students by 2020, while teachers of Color make up just 14% of the US teaching force (Feistritzer, 2011). In

Are sheep and buffalo prolactins sulfated

Radioactive sulfate (35SO2-4) has been shown to be incorporated into immunoprecipitable prolactin-like material from incubated minces of sheep and buffalo pituitaries. The 35S-labelled prolactin could be purified by standard procedures. On SDS-PAGE, the 35S-labelled prolactin rich fraction gives two major Coomassie blue bands around 25KDa and these on Western blot analysis gave positive bands. Radioactive [14C]- mannose was also found incorporated into the prolactin like material. The nature of sulphate link to the peptide is not known. It could be sugar-SO4 and/or Tyrosine-SO4.

Fighting to Educate Our Own: Teachers of Color, Relational Accountability, and the Struggle for Racial Justice.

Abstract Research demonstrates that many teachers of Color enter schools committed to challenging injustice, yet often face barriers to accomplishing this goal. This article presents emergent themes from a qualitative study with 218 self-identified, racial justice-oriented teachers of Color. Using Wilsons (2008) indigenous cultural framework of relationality and relational accountability to analyze our data, we introduce the concept of community-oriented teachers of Color to describe the accountability these teachers have towards students of Color and their communities. We found that despite their connections, insights, and successes with students, hierarchies of ontology (ways of being) and epistemology (ways of knowing) within schools that promote individualism served to isolate and marginalize community-oriented teachers of Color and, thus, limited their ability to advance racial justice.

Physico-chemical and immunological characteristics of pituitary prolactin from water buffaloes (Bubalus bubalis)

Prolactin (PRL) was purified from freshly frozen pituitary glands of water buffaloes (Bubalus bubalis) by a combination of existing procedures of Ellis and Jiang and Wilhelmi involving serial extraction of different pituitary proteins. The partially purified preparation was further fractionated on DEAF-Sephadex followed by Sephadex G-100 chromatography. This was finally purified on HPLC. This preparation was found to be homogeneous by SDS-PAGE and HPLC and had a single N-terminus amino acid (Threonine). The molecular size was estimated to be 24K ± 0.5 by SDS-PAGE and ∼ 25K by GPC-HPLC. The buffalo PRL gave a dose dependent inhibition curve in a rat liver based radio receptor assay with a potency of 30–35 L U./mg and also in a partial homologous RIA using 125I-buffalo PRL and rabbit anti-oPRL serum giving a potency of 30I.U./mg. Metabolic labelling studies using 35SO42− with buffalo pituitary minces showed the incorporation of radioactive sulfate into immunoprecipitable PRL-like material. Physico-chemical characterization of the site of the linkage between sulfate and PRL revealed the presence of Tyr-O-SO4 in bu-PRL. A high affinity monoclonal antibody (MAB) with Ka of 1010 L/M, belonging to IgG1 isotype, and capable of cross reacting with ovine and bovine PRL was generated. This MAB was conformation specific as reduced and carboxymethylated PRL did not react with it. A homologous RIA system using this MAB has been standardised.