Scholarly Research
Gustafson, J., Rasmussen N., & Raskin C., (2020). START with race: Designing racially conscious principals. AASA Journal of Scholarship & Practice, 16(4), 8-23.
Abstract: Racism is about institutional power to maintain racial hierarchy (Solorzano, Allen, & Carroll, 2002). School systems are hierarchies that were originally designed to educate white males. Themajority of school districts and buildings are led by white people. The focus of this paper exposes the normalization of inherent racism and institutional power structures in existing principal preparation programs and one University’s efforts to disrupt these practices by purposefully including racial equity in all aspects of its programming. Building upon the work of Furman (2012) and the work of Gooden and Dantely (2012), this article will present a theoretical framework for examining and assessing existing practices and then offer alternatives to disrupt any practice that fails to yield more racially conscious principals.
Rasmussen, N. & Raskin, C. (2020, in progress). Men’s voices: Aspiring principals reflect on their preparation to be racial equity leaders. To be submitted to University Council for Educational Administration Fall, 2020.
Abstract: There is nothing magical about preparing students for principal licensure. Many institutions do this. However, in a world where systemic racism runs rampant yet unnoticed, school leaders must parlay their newly minted technical skills to disrupt the unspoken racist practices and policies that support their very employment. This phenomenological qualitative study examines the racially-conscious transformation of Black and White men – aspiring principals – who recently completed a principal preparation program among a racially diverse cohort of students. Faculty redesigned the principal preparation program with an unapologetic focus on race and issues of racism. The premise of the program is that keeping race and racism issues at the center of all curriculum and pedagogy will lead to racialized realizations and Black and White male leaders, prepared to lead a school with racial consciousness and equity.
Rasmussen, N. & Kimori, D. (2020, in progress). Racially conscious STEM teaching: Teachers examine their own implicit bias and develop an inclusive curriculum and pedagogy. National Science Foundation research grant proposal.
To be submitted to the National Science Foundation October 7, 2020.
Objective. This exploratory research project targets K-12 Science, Technology, Engineering, and Mathematics (STEM) teachers’ racial consciousness and increasing their ability to provide inclusive STEM curriculum, instruction, and assessment, particularly for their Black students. During a student’s formative K-12 education, STEM has traditionally been taught either from a Eurocentric perspective or from a place of “racelessness”. As a result, students are conditioned to infer that almost all STEM knowledge came from Europeans, or, if race is not mentioned, by default, it is assumed to be White. The purpose of this project is to uncover and collect the absent Black STEM knowledge from the Black community and to pass this knowledge to MN K-12 STEM teachers to equip them with skills and knowledge to teach relevant, racially conscious STEM education.
To be submitted to the National Science Foundation October 7, 2020.
Objective. This exploratory research project targets K-12 Science, Technology, Engineering, and Mathematics (STEM) teachers’ racial consciousness and increasing their ability to provide inclusive STEM curriculum, instruction, and assessment, particularly for their Black students. During a student’s formative K-12 education, STEM has traditionally been taught either from a Eurocentric perspective or from a place of “racelessness”. As a result, students are conditioned to infer that almost all STEM knowledge came from Europeans, or, if race is not mentioned, by default, it is assumed to be White. The purpose of this project is to uncover and collect the absent Black STEM knowledge from the Black community and to pass this knowledge to MN K-12 STEM teachers to equip them with skills and knowledge to teach relevant, racially conscious STEM education.
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Rasmussen, N. & Kimori, D. (2020). Grant Writing Incentive Award.
Dr. David Kimori and I applied for and received an award to aid us in our efforts to apply for a National Science Foundation grant for our work around Racially Conscious STEM Teaching: Teachers examine their own implicit bias an develop an inclusive curriculum and pedagogy. We are grateful for the support and encouragement this grant affords us. |
Rasmussen, N. (2020)
Rasmussen, N. (2020). Minnesota State University, Mankato & Owatonna public schools: A racial equity partnership.
Partnership: Center for Educator Partnerships and Student Support, 11(1), 2-4.
I was asked to write an article recounting the nearly two-year partnership Dr. Jinger Gustafson and I have had with Owatonna Public Schools. I obtained permission from superintendent Jeff Elstad to talk about our work with the district. I wrote about the our shared learning, excitement, growth, and also the painful moments and struggles. I am encouraged to know that Owatonna is committed to continuing and expanding our partnership for racial equity.
Partnership: Center for Educator Partnerships and Student Support, 11(1), 2-4.
I was asked to write an article recounting the nearly two-year partnership Dr. Jinger Gustafson and I have had with Owatonna Public Schools. I obtained permission from superintendent Jeff Elstad to talk about our work with the district. I wrote about the our shared learning, excitement, growth, and also the painful moments and struggles. I am encouraged to know that Owatonna is committed to continuing and expanding our partnership for racial equity.
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Presentations
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Rasmussen, N., (July 2020). Emphasis on Racial Equity, [National Conference Presenter - via Zoom]. East Carolina University, Greenville, NC.
I presented a train-the-trainer session to the National Project I4 Coaches to aid in their own racial equity work that they might be able to further the racial equity work that they are doing with their principals across the United States. Even though this scheduled national conference was held virtually as a result of COVID-19, it was very well attended and recieved. While I was surprised to learn how many of them had never engaged in racial equity work of that magnitude, I was amazed and heartened to learn how many people accross the country were eager to grow in their racial consciousness. |
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Elstad, J., Krell, M., Rasmussen, N., & Gustafson, J. (March 2020). Commitment to equity: A community-wide effort to educate and engage in courageous conversations about race. [Breakout Session Presentation]. Minnesota Association of School Administrators Spring Conference. Brooklyn Park, MN.
Our conference presentation was a story of a partnership between MNSU and a district that was doing its best to learn, grow, and do right by its students, families, and community with respect to issues of race and systemic racism. Attendees appreciated the transparency and honesty with which the leadership of Owatonna Public Schools made their thinking and processessing public.
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Rasmussen, N., (January 2020). Equity and Equality in Education. [Invited Speaker]. Kisii University. Kisii, Kenya.
I gave a talk to some of the faculty of Kisii University about equity, equality, stereotype threat, and internalized racism. Interestingly, while they did not relate to the topics in terms of a racial hierarchy - as they were all black - they did, however, fully appreciate each of these phenomena in terms of tribalism. The parallels between dominant and non-dominant cultures and outcomes in the U.S. and dominant and non-dominant tribes in Kenya produced the same results and outcomes. |
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Rasmussen, N., (January 2020). Girls in STEM: A cultural application. [Invited Speaker]. Kereri Girls High School and St. Mathias Girls High School.
I had the unique privilege to speak to two separate groups of young women about the cultural aspects of STEM and how they could place themselves in the very center of an interest or career in STEM based on what they already know and do. I was a truly remarkable experience to see these girls engaged in bringing their ideas and creativity to a "talk".
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Rasmussen, N., & Kimori, D. (October 2019). Racially Conscious STEM Teaching: Teachers examine their implicit bias and develop culturally relevant curriculum and pedagogy. [Conference Presentation]. North Central Association for Science Teacher Education. St. Paul, MN.
Dr. David Kimori and I presented our concept of Racially Concsious STEM Teaching to a regional conference. Our project concept and presentation style were completely different from those of other presenters, but we garnered a lot of interest and follow-up questions. Frankly, I think people were a bit surprised to be having conversations about race at a science conference. |
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