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The Precarities of Teaching 'Race, Gender, and Class Issues in Education' in a State That Limits DEI Initiatives

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Title: The Precarities of Teaching 'Race, Gender, and Class Issues in Education' in a State That Limits DEI Initiatives
Language: English
Authors: Katherine Cumings Mansfield, Brenda Rubio
Source: Journal for Multicultural Education. 2025 19(2-3):196-208.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Diversity Equity and Inclusion, Required Courses, State Legislation, State Universities, Government Role, Educational Legislation, Politics of Education, Teaching Experience, College Faculty, Graduate Study, Social Class, Social Problems, Racism, Gender Bias, Social Sciences, Teacher Attitudes, Educational Change
Geographic Terms: Texas
DOI: 10.1108/JME-01-2025-0011
ISSN: 2053-535X
Abstract: Purpose: The purpose of this paper is to share how two professors of graduate programs taught a required course on race, gender and class issues in education while also navigating recently enacted state laws limiting diversity, equity and inclusion initiatives at state universities. Design/methodology/approach: Data collection included duo-ethnographic journal entries and publicly available documents and recordings that detail faculty struggles navigating serious political challenges. Findings: Findings indicate a troubling lack of alignment between professional standards, the language of the new state law and some universities' demands upon faculty. Social implications: Although courses that center multicultural and ethnic studies themes are crucial to a robust education across the educational pipeline, the juxtaposition of anti-DEI sentiments in higher education, with the pressing need to address biased educational practices in primary and secondary schools, magnifies risk and diminishes the authors' dexterity to fulfill both the professional standards and their ethical responsibilities to the students they serve and the profession as a whole. Originality/value: The authors add to the research on the critical content and andragogy of teacher and leadership preparation programs as they aim to bridge the theory-to-practice gaps between elementary, secondary and tertiary organizations.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497228
Database: ERIC
FullText Text:
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  Data: The Precarities of Teaching 'Race, Gender, and Class Issues in Education' in a State That Limits DEI Initiatives
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  Data: <searchLink fieldCode="AR" term="%22Katherine+Cumings+Mansfield%22">Katherine Cumings Mansfield</searchLink><br /><searchLink fieldCode="AR" term="%22Brenda+Rubio%22">Brenda Rubio</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+Multicultural+Education%22"><i>Journal for Multicultural Education</i></searchLink>. 2025 19(2-3):196-208.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 13
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Diversity+Equity+and+Inclusion%22">Diversity Equity and Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Required+Courses%22">Required Courses</searchLink><br /><searchLink fieldCode="DE" term="%22State+Legislation%22">State Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22State+Universities%22">State Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Government+Role%22">Government Role</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Class%22">Social Class</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Problems%22">Social Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: DOI
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  Data: 10.1108/JME-01-2025-0011
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2053-535X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this paper is to share how two professors of graduate programs taught a required course on race, gender and class issues in education while also navigating recently enacted state laws limiting diversity, equity and inclusion initiatives at state universities. Design/methodology/approach: Data collection included duo-ethnographic journal entries and publicly available documents and recordings that detail faculty struggles navigating serious political challenges. Findings: Findings indicate a troubling lack of alignment between professional standards, the language of the new state law and some universities' demands upon faculty. Social implications: Although courses that center multicultural and ethnic studies themes are crucial to a robust education across the educational pipeline, the juxtaposition of anti-DEI sentiments in higher education, with the pressing need to address biased educational practices in primary and secondary schools, magnifies risk and diminishes the authors' dexterity to fulfill both the professional standards and their ethical responsibilities to the students they serve and the profession as a whole. Originality/value: The authors add to the research on the critical content and andragogy of teacher and leadership preparation programs as they aim to bridge the theory-to-practice gaps between elementary, secondary and tertiary organizations.
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1497228
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1497228
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        Value: 10.1108/JME-01-2025-0011
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 196
    Subjects:
      – SubjectFull: Diversity Equity and Inclusion
        Type: general
      – SubjectFull: Required Courses
        Type: general
      – SubjectFull: State Legislation
        Type: general
      – SubjectFull: State Universities
        Type: general
      – SubjectFull: Government Role
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      – SubjectFull: Educational Legislation
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      – SubjectFull: Politics of Education
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      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Graduate Study
        Type: general
      – SubjectFull: Social Class
        Type: general
      – SubjectFull: Social Problems
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Gender Bias
        Type: general
      – SubjectFull: Social Sciences
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Texas
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      – TitleFull: The Precarities of Teaching 'Race, Gender, and Class Issues in Education' in a State That Limits DEI Initiatives
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            NameFull: Katherine Cumings Mansfield
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