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Nebraska Law Review (Law, College of)

Welcome to the home of the Nebraska Law Review

Nebraska Law Review also publishes 'The Bulletin'. Click here to read more.

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RURALS: Review of Undergraduate Research in Agricultural and Life Sciences (Agricultural Economics Department )

ISSN 1559-3339

RURALS: Review of Undergraduate Research in Agricultural and Life Sciences is a faculty-refereed international journal devoted to the publication of high quality research by undergraduates in all agricultural research problem areas including, but not limited, to those described in the USDA, CSREES Manual of Classification of Agricultural and Forestry Research at http://cwf.uvm.edu/cris/revman/manvi_rp.htm

Articles are instantly issued upon acceptance. The most recent are listed below. The current volume is Volume 12.

   

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SANE journal: Sequential Art Narrative in Education

ISSN 2153-2613

SANE journal: Sequential Art Narrative in Education SANE journal publishes research and practitioner-based articles covering all intersections of comics and education, from pre-k to post-secondary studies, from a variety of disciplines.

See the Aims and Scope for a description of what the journal covers.

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Undergraduate Research Journal (Office of Undergraduate Research & Creative Activity)

Each year the UNK Undergraduate Research Council publishes selected examples of student scholarly writing in the Undergraduate Research Journal. Any paper written by a UNK undergraduate student is eligible for consideration.

See the UNK Undergraduate Research Journal website for information on submitting a paper.

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Journal of Curriculum, Teaching, Learning and Leadership in Education

Special Issue of the Journal of Curriculum, Teaching, Learning and Leadership in Education
Young Children, Race, and Racism: Global Perspectives

Submission deadline: July 1, 2019


Guest Editors:
  • Kerry-Ann Escayg, Ph.D.
    University of Nebraska-Omaha
    Co-editor
  • Beverly-Jean Daniel, Ph.D.
    Ryerson University
    Co-editor

Since the landmark studies of Criswell (1937) and Clark and Clark (1939), extensive international research has shown that young children’s racial awareness, self-identification, and prejudice emerge in early childhood. Indeed, investigations conducted in the United States, Canada, and across the globe, continue to confirm that between the ages of three and five, children, regardless of their racial background, demonstrate a racial consciousness marked by an incipient belief in white supremacy. Conversely, for racialized children in contexts such as the United States and Canada, developmental interpretations suggest that in-group racial pride occurs after the age of seven, with a pro-white bias dominating affections and perceptions prior to such time. In recent years, however, a new line of inquiry has focused on implicit racial bias in young children (e.g., Baron & Banaji, 2006; Qian et al., 2015). In attempting to explain children’s racial awareness, identity, and attitudes, much of the scholarly discussions have engaged developmental precepts, although a few scholars have utilized post-modern perspectives to demonstrate how culture and context impact children racialized beliefs (e.g., Escayg, Berman, & Royer, 2017; MacNevin & Berman, 2017).

The special issue seeks to provide a collection of diverse and international scholarship on children and race. In addition to empirical contributions that focus on components of young children’s (0-8) racial identity (self-identification, perceived similarity, racial awareness) and attitudes, we are particularly interested in receiving submissions that draw on theoretical perspectives such as post-colonial, anti-colonial, critical race theory, anti-racism, and poststructuralism to offer new exegeses on the processes, including racial discourse, that shape both racialized and white children’s understanding of systemic and individual racial privilege, subjectivity and identity.

Possible topics include:

  • Children’s racial identity development
  • Racial attitudes
  • Implicit bias
  • Anti-racism and anti-bias pedagogy in early childhood/elementary classrooms
  • Post-modern theoretical analyses (anti-colonial, post-colonial, post-structural, anti- racism, critical race theory) of children’s racial attitudes and racial identity development
  • Developmental analyses of children’s racial identity and attitudes
  • An examination of the measures used to assess children’s racial attitudes
  • Ethnographic studies on children and race, including observations of children’s play activities.
  • Children’s engagement with and re-working of context-specific racial discourse
  • Children and whiteness

References

  • Baron, A. S., & Banaji, M. R. (2006). The development of implicit attitudes: Evidence of race evaluations from ages 6 and 10 and adulthood. Psychological science, 17(1), 53-58.
  • Criswell, J. H. (1937). Racial cleavage in negro-white groups. Sociometry, 1, 81-89.
  • Clark, K. B., & Clark, M. K. (1939). The development of consciousness of self and the emergence of racial identification in Negro preschool children. The Journal of Social Psychology, 10(4), 591-599.
  • Escayg, K.-A., Berman, R., & Royer, N. (2017). Canadian children and race: Toward an antiracism analysis. Journal of Childhood Studies, 42(2), 10-21.
  • MacNevin, M., & Berman, R. (2017). The Black baby doll doesn’t fit: The disconnect between early childhood diversity policy, early childhood educator practice, and children’s play. Early Child Development and Care, 187(5-6), 827-839.
  • Qian, M. K., Heyman, G. D., Quinn, P. C., Messi, F. A., Fu, G., & Lee, K. (2016). Implicit racial biases in preschool children and adults from Asia and Africa. Child development, 87(1),285-296.

Submission Procedures:

The manuscript should be between 5,000-7,000 words, (references included) written in Times New Roman, 12-point font, double-spaced. The APA sixth edition format must be used consistently throughout the manuscript. All submissions will be blind peer-reviewed. Follow “Submit Article” instructions at the Journal of Curriculum, Teaching, Learning and Leadership in Education, located at http://digitalcommons.unomaha.edu/ctlle

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Journal of Religion & Film

ISSN 1092-1311

Before submitting to the journal, please first read the "Policies" at left, then see Submission Guidelines and Final Manuscript Preparation Guidelines for complete information on format and style. To submit to the journal, please use the "Submit Article" link in the sidebar. If you have questions, please contact the editors.

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Graduate Medical Education Research Journal

ISSN 2578-6105

The Graduate Medical Education Research Journal (GMERJ) is a biannual journal available in print and online. It provides a platform for residents and fellows to publish peer-reviewed, high quality scholarly work. GMERJ is affiliated with the Office of Graduate Medical Education at the University of Nebraska Medical Center and supports its mission to, “lead the world in transforming lives to create a healthy future for all individuals and communities through premier educational programs, innovative research, and extraordinary patient care.”

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