CARTOGRAPHIE DE LA RECHERCHE EN ÉDUCATION SUR LES RAPPORTS DE RACE ET D’ETHNIE

Rodrigues, Leandra A. M. S.; Barbosa, Mayara Lustosa de Oliveira; Ribeiro, Cristiane Maria

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Sumário

TEORIAS, MÉTODOS, PESQUISA EDUCACIONAL • Cad. Pesqui. 52 • 2022 • https://doi.org/10.1590/198053147753 copy

CARTOGRAPHIE DE LA RECHERCHE EN ÉDUCATION SUR LES RAPPORTS DE RACE ET D’ETHNIE

Authorship SCIMAGO INSTITUTIONS RANKINGS

Résumé

L’objectif de la recherche était de réaliser une analyse bibliométrique de la production scientifique au sujet de l’Éducations sur les rapports de race et d’ethnie dans la base de données Web of Science (WoS). L’échantillon était composé de 2 916 articles, publiés entre 1945 et 2019 dans 384 sources, qui ont été ensuite exportés de la base WoS vers le logiciel RStudio, où le package Bibliometrix a été utilisé. En plus de la perspective quantitative, une analyse qualitative, basée sur l’analyse de contenu de Bardin, a été réalisée considérant les articles les plus cités au cours des 20 dernières années. Grâce à sa conception quantitative, la contribution la plus importante de cet article a été de fournir des informations intéressantes sur l’évolution du champ d’études à l’échelle internationale, permettant aux chercheurs d’identifier d’éventuelles lacunes dans le domaine.

ANALYSE BIBLIOMÉTRIQUE; RELATIONS ETHNO-RACIALES; RACISME

Referências dos artigos analisados
1	Gershenson et al. (2016Gershenson, S., Holt, S. B., & Papageorge, N. W. (2016). Who believes in me? The effect of student-teacher demographic match on teacher expectations. Economics of education review, 52, 209-224.)	26	Milner Iv (2008Milner Iv, H. R. (2008). Critical race theory and interest convergence as analytic tools in teacher education policies and practices. Journal of teacher education, 59(4), 332-346.)
2	Huber e Solorzano (2015Huber, L. P., & Solorzano, D. G. (2015). Racial microaggressions as a tool for critical race research. Race Ethnicity and Education, 18(3), 297-320.)	27	Vaught e Castagno (2008Vaught, S. E., & Castagno, A. E. (2008). “I don’t think I’m a racist”: Critical Race Theory, teacher attitudes, and structural racism. Race Ethnicity and Education, 11(2), 95-113.)
3	Gutiérrez (2013Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68.)	28	Haviland (2008Haviland, V. S. (2008). “Things get glossed over”: Rearticulating the silencing power of whiteness in education. Journal of Teacher Education, 59(1), 40-54.)
4	Spaull (2013Spaull, N. (2013). Poverty & privilege: Primary school inequality in South Africa. International Journal of Educational Development, 33(5), 436-447.)	29	Harper e Quaye (2007Harper, S. R., & Quaye, S. J. (2007). Student organizations as venues for black identity expression and development among African American male student leaders. Journal of College Student Development, 48(2), 127-144.)
5	Harper (2012Harper, S. R. (2012). Race without racism: How higher education researchers minimize racist institutional norms. The Review of Higher Education, 36(1), 9-29.)	30	Stanley (2006Stanley, C. A. (2006). Coloring the academic landscape: Faculty of color breaking the silence in predominantly White colleges and universities. American Educational Research Journal, 43(4), 701-736.)
6	Logan et al. (2012Logan, J. R., Minca, E., & Adar, S. (2012). The geography of inequality: Why separate means unequal in american public schools. Sociology of Education, 85(10), 1-21.)	31	Dougherty e Kienzl (2006Dougherty, K. J., & Kienzl, G. S. (2006). It’s not enough to get through the open door: Inequalities by social background in transfer from community colleges to four-year colleges. Teachers College Record, 108(3), 452-487.)
7	Kohli e Solórzano (2012Kohli, R., & Solórzano, D. G. (2012). Teachers, please learn our names!: Racial microagressions and the K-12 classroom. Race Ethnicity and Education, 15(4), 441-462.)	32	Saporito e Sohoni (2006Saporito, S., & Sohoni, D. (2006). Coloring outside the lines: Racial segregation in public schools and their attendance boundaries. Sociology of Education, 79(2), 81-105.)
8	McGuinn (2012McGuinn, P. (2012). Stimulating reform: Race to the top, competitive grants and the Obama Education Agenda. Educational Policy, 26(1), 136-159.)	33	Rolón-Dow (2005Rolón-Dow, R. (2005). Critical care: A color (full) analysis of care narratives in the schooling experiences of Puerto Rican girls. American Educational Research Journal, 42(1), 77-111.)
9	Ready e Wright (2011Ready, D. D., & Wright, D. L. (2011). Accuracy and inaccuracy in teachers’ perceptions of young children’s cognitive abilities: The role of child background and classroom context. American Educational Research Journal, 48(2), 335-360.)	34	Case e Hemmings (2005Case, K. A., & Hemmings, A. (2005). Distancing strategies: White women preservice teachers and antiracist curriculum. Urban education, 40(6), 606-626.)
10	McGee e Martin (2011McGee, E. O., & Martin, D. B. (2011). You would not believe what I have to go through to prove my intellectual value! Stereotype management among academically successful black mathematics and engineering students. American Educational Research Journal, 48(6), 1347-1389.)	35	Bonilla-Silva (2004Bonilla-Silva, E. (2004). From bi-racial to tri-racial: Towards a new system of racial stratification in the USA. Ethnic and Racial Studies, 27(6), 931-950.)
11	Bowman (2011Bowman, N. A. (2011). Promoting participation in a diverse democracy: A meta-analysis of college diversity experiences and civic engagement. Review of Educational Research, 81(1), 29-68.)	36	Goldsmith (2004Goldsmith, P. A. (2004). Schools racial mix, students optimism, and the black-white and latino-white achievement gaps. Sociology of Education, 77(2), 121-147.)
12	Buras (2011Buras, K. L. (2011). Race, charter schools, and conscious capitalism: On the spatial politics of whiteness as property (and the unconscionable assault on black New Orleans). Harvard Educational Review, 81(2), 296-331.)	37	Farkas (2003Farkas, G. (2003). Racial disparities and discrimination in education: What do we know, how do we know it, and what do we need to know?. Teachers College Record, 105(6), 1119-1146.)
13	Gregory et al. (2011Gregory, A., Cornell, D., & Fan, X. (2011). The relationship of school structure and support to suspension rates for black and white high school students. American Educational Research Journal, 48(4), 904-934.)	38	Verkuyten e Thijs (2002Verkuyten, M., & Thijs, J. (2002). Racist victimization among children in The Netherlands: The effect of ethnic group and school. Ethnic and Racial Studies, 25(2), 310-331.)
14	Benner e Crosnoe (2011Benner, A. D., & Crosnoe, R. (2011). The racial/ethnic composition of elementary schools and young children’s academic and socioemotional functioning. American Educational Research Journal, 48(3), 621-646.)	39	Fries-Britt e Turner (2002Fries-Britt, S., & Turner, B. (2002). Uneven stories: Successful Black collegians at a Black and a White campus. The Review of Higher Education, 25(3), 315-330.)
15	Gregory et al. (2010Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39(1), 59-68.)	40	Constantine e Blackmon (2002Constantine, M. G., & Blackmon, S. M. (2002). Black adolescents’ racial socialization experiences: Their relations to home, school, and peer self-esteem. Journal of Black Studies, 32(3), 322-335.)
16	Leonardo e Porter (2010Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: Toward a Fanonian theory of ‘safety’ in race dialogue. Race Ethnicity and Education, 13(2), 139-157.)	41	Telles (2002Telles, E. E. (2002). Racial ambiguity among the brazilian population. Ethnic and Racial Studies, 25(3), 415-441.)
17	Bowman (2010Bowman, N. A. (2010). College diversity experiences and cognitive development: A meta-analysis. Review of Educational Research, 80(1), 4-33.)	42	Johnson (2002Johnson, L. (2002). “My eyes have been opened”: White teachers and racial awareness. Journal of Teacher Education, 53(2), 153-167.)
18	Young (2010Young, E. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice? Journal of Teacher Education, 61(3), 248-260.)	43	Lewis (2001Lewis, A. E. (2001). There is no “race” in the schoolyard: Color-blind ideology in an (almost) all-white school. American Educational Research Journal, 38(4), 781-811.)
19	Picower (2009Picower, B. (2009). The unexamined whiteness of teaching: How white teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197-215.)	44	Solorzano et al. (2000Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American College Students. Journal of Negro Education, 69(1/2), 60-73.)
20	Abrams e Moio (2009Abrams, L. S., & Moio, J. A. (2009). Critical race theory and the cultural competence dilemma in social work education. Journal of Social Work Education, 45(2), 245-261.)	45	Williams e Williams-Morris (2000Williams, D., & Williams-Morris, R. (2000). Racism and mental health: The African American experience. Ethnicity & Health, 5(3-4), 243-268.)
21	Sue et al. (2009Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology, 15(2), 183.)	46	Ladson-Billings (2000Ladson-Billings, G. (2000). Fighting for our lives: preparing teachers to teach African American students. Journal of Teacher Education, 51(3), 206-214.)
22	Hughes et al. (2009Hughes, D., Witherspoon, D., Rivas-Drake, D., & West-Bey, N. (2009). Received ethnic-racial socialization messages and youths’ academic and behavioral outcomes: Examining the mediating role of ethnic identity and self-esteem. Cultural Diversity & Ethnic Minority Psychology, 15(2), 112‐124.)	47	Merryfield (2000Merryfield, M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators. Teaching and Teacher Education, 16(4), 429-443.)
23	Denson e Chang (2009Denson, N., & Chang, M. (2009). Racial diversity matters: The impact of diversity-related student engagement and institutional context. American Educational Research Journal, 46(2), 322-353.)	48	Cochran-Smith (2000Cochran-Smith, M. (2000). Blind vision: Unlearning racism in teacher education. Harvard Educational Review, 70(2), 157-190.)
24	Cooper (2009Cooper, C. W. (2009). Performing cultural work in demographically changing schools: Implications for expanding transformative leadership frameworks. Educational Administration Quarterly, 45(5), 694-724.)	49	Epstein (1998Epstein, T. (1998). Deconstructing differences in African-American and European-American adolescents’ perspectives on US history. Curriculum Inquiry, 28(4), 397-423.)
25	Gasman e Palmer (2008Gasman, M., & Palmer, R. (2008). It takes a village to raise a child: The role of social capital in promoting academic success for African American men at a black College. Journal of College Student Development, 49(1), 52-70.)	50	Allen et al. (2000Allen, W. R., Epps, E. G., Guillory, E. A., Suh, S. A., & Bonous-Hammarth, M. (2000). The Black academic: Faculty status among African Americans in U.S. higher education. Journal of Negro Education, 69(1-2), 112-127.)

CATEGORIAS	ARTIGOS	TOTAL
1 - Diferenças raciais, demográficas e econômicas afetam o desempenho e a saúde mental do aluno, bem como sua relação com o professor	4; 6; 10; 13; 14; 15; 31; 32; 35; 40; 45	11
2 - Teoria Racial Crítica para analisar raça, racismo, práticas pedagógicas, aspectos sociais e microagressões	2; 3; 5; 7; 20; 33; 44	7
3 - Política educacional para a melhoria da educação e das relações raciais	8; 12	2
4 - Formação de professores para a valorização da diversidade e melhoria das relações raciais	18; 19; 21; 24; 26; 27; 30; 34; 39; 42; 46; 47; 48	13
CATEGORIAS	ARTIGOS	TOTAL
5 - Reconhecimento da diversidade racial e cultural melhora o desempenho e o engajamento dos estudantes negros	11; 17; 22; 23; 43; 49	6
6 - Naturalização do preconceito e falta de diálogo sobre as relações raciais	16	1
7 - Importância das faculdades e universidades historicamente negras (HBCU¹ 1 Historically black colleges and universities. ) para a formação dos alunos negros	25	1
8 - Representação e postura de professores (brancos e negros) sobre raça e racismo em um contexto educacional de supremacia branca	1; 9; 28; 36; 37; 38; 50	7
9 - Organizações estudantis no desenvolvimento de identidades negras	29;	1
10 - Tendência ao embranquecimento na classificação de raça em pesquisas	41	1

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[1] Nota sobre autoria

Leandra A. M. S. Rodrigues: participação no levantamento dos dados, categorização dos dados, metodologia e revisão final. Mayara Lustosa de Oliveira Barbosa: participação no levantamento dos dados, levantamento de dados bibliométricos, participação na metodologia e revisão final. Cristiane Maria Ribeiro: participação no levantamento dos dados, na metodologia e revisão final.