A black-focused school : black Canadian youth and the mainstream curriculum

ABSTRACT When asked about the proposal for a black-focused school, black youth from the Greater Toronto Area (GTA) voiced their agreement with elements of the proposal, but resisted the idea of implementing the proposal by creating a separate school. Although media representations and Dei (1996, 2006) provide insight into what Torontonians' reactions are to the proposed blackfocused school there has been no such information documented on what black youth in the GTA think about the project. This is the first known study that attempts to fill that gap by providing a representation of black youths' voices obtained via focus groups. The study examines what black youth know and think about the proposal, and why they largely disagree with the blackfocused school proposal. While the findings of this study indicate that the participants saw many positive elements of the proposal, they did not support the implementation of a black-focused school as they saw the creation of a separate space for the school as a negative thing. The youth had trouble conceptualizing 'black-focused schooling' as an alternative approach to mainstream education, which had an impact on whether they choose to, or could, respond to questions that precisely related to the black-focused school project. The study concludes that the youth could not visualize what the school would look like and how it would operate because they draw on liberal racist discourses (e.g. colour-blindness, blaming the victim, and equal opportunity) when thinking about their educational experiences; however, there was a clear contradiction in the way the youths' voices reflected an awareness of the role of race in education experiences. It was evident when they talked about fear of stigmatization, but when using liberal discourses the youth discounted the role of race, and seemed not to be aware of its role in educational experiences. These findings pose important implications for educators, would-be educators, administrators, the TDSB and proponents of the black-focused school.

Toward equal educational opportunity : affirmative admissions programs at law and medical schools.

Includes bibliographical references.

Milliken v. Bradley--the implications for metropolitan desegregation : conference before the United States Commission on Civil Rights.

Prepared by F. B. Routh, E. A. Waldo, and C. L. Hurley."

A Growing crisis : disadvantaged women and their children.

Item 288-A-5

Women's educational equity act; annual report.

Includes index.

Discriminatory religious schools and tax exempt status.

Item 288-A-5

Statement of the United States Commission on Civil Rights on school desegregation.

Item 288-A-5

Women, the path to equal employment /

Mode of access: Internet.

Women, unions and equal employment opportunity /

"Prepared under grants from the National Commission on Employment Policy and the U.S. Department of Labor, Employment and Training Administration."

Barriers to work place advancement : the experience of the white female work force : a research monograph /

"Contract no. 42USC252C3"

Race, ethnic, and gender earnings inequality : the sources and consequences of employment segregation : a report to the Glass Ceiling Commission, U.S. Department of Labor /

"January 1994."

Equal pay act. Hearings before the Special Subcommittee on Labor of the Committee on Education and Labor, House of Representatives, Eighty-eighth Congress, first session, on H.R. 3861 and related bills to prohibit discrimination, on account of sex, in the payment of wages by employers engaged in commerce or in the production of goods for commerce and to provide for the restitution of wages lost by employees by reason of any such discrimination ...

Mode of access: Internet.

The endgame for national girls' schooling policies in Australia?

Gender equity: A framework for Australian schools is the most recent policy dealing with gender in schools at the national level in Australia. This paper provides a critical discourse analysis of the policy document, tracking two themes: 'the construction of gender', and 'equity: a discourse of education for all boys and girls'. Through this analysis the authors argue that the policy signals a substantial shift in focus-from girls and boys in relation to girls, to both girls and boys-within a framework of presumptive equality. It is also argued that the policy shuts down federal involvement in policy for girls' schooling. In the process, responsibility is devolved to the states and territories where, in many cases, gender equity programs will be struggled over at a local, school-based level. At the same time, however, spaces have been created which potentially enable new strategies for gender equity policies in Australian schools.

Insurance segmentation as unfair discrimination: what to expect next in the wake of Test-Achats

Proceedings of the 16th Annual Conference organized by the Insurance Law Association of Serbia and German Foundation for International Legal Co-Operation (IRZ), entitled "Insurance law, governance and transparency: basics of the legal certainty" Palic Serbia, 17-19 April 2015.

Policy Addressing Civil Rights/Discrimination Complaints, January 3, 2011

The Iowa Governor’s Office of Drug Control Policy (ODCP) shall comply with all applicable federal and state laws prohibiting discrimination, as well as the State of Iowa’s Equal Opportunity, Affirmative Action and Anti-Discrimination Policy for Executive Branch Employees (Section 2.40 of Iowa Department of Administrative Services Managers and Supervisors Manual). Federal law prohibits discrimination against individuals or groups, either in employment or in the delivery of services or benefits, on the basis of age, race, color, national origin, religion, sex, or disability. State law prohibits discrimination in the areas of employment, housing, credit, public accommodations and education. Under the Iowa Civil Rights Act of 1965, discrimination, or different treatment, is illegal if based on race, color, creed, national origin, religion, sex, sexual orientation, gender identity, pregnancy, physical disability, mental disability, retaliation (because of filing a previous discrimination complaint, participating in an investigation of a discrimination complaint, or having opposed discriminatory conduct), age (in employment and credit), familial status (in housing and credit) or marital status (in credit). State policy requires all employees and applicants for employment in the executive branch be afforded equal access. The intent of this policy is to ensure that employment opportunities, within the executive branch of state government, are accessible to all persons, and that executive branch agencies do not discriminate against any person because of race, creed, color, religion, sex, national origin, age, or physical or mental disability.