Reparations and Racism in Education

Anatomy of a Qualitative Study

Mathis, C. L. (2022). Higher Education Redress Statutes: A Critical Analysis of States'

Reparations in Higher Education. Wash. & Lee L. Rev., 79, 1829.

The article "Higher Education Redress Statutes: A Critical Analysis of States' Reparations in Higher Education" by Christopher L. Mathis can be dissected into different parts, aligned with the anatomy of a qualitative research study as outlined in Bloomberg's book "Completing Your Qualitative Dissertation: A Road Map from Beginning to End."

Abstract

The abstract of Mathis's article succinctly introduces the concept of Higher Education Redress Statutes (HERS), which are legislative efforts aimed at acknowledging and amending past injustices towards African Americans in higher education. These statutes are presented as a novel concept, designed to provide relief or remedy to Black people for the harm caused by state higher education systems. However, Mathis critically examines these statutes, noting that they may unintentionally exclude certain groups of Black people who should also be included within their protection. Furthermore, the abstract highlights a concerning aspect of these statutes – their potential role in aiding the erasure of the higher education industry’s historical complicity and culpability in practices of slavery, degradation, and discrimination against Black people (Mathis, 2023)??.

Table of Contents

The Table of Contents of the article outlines its structural framework, and gives a clear roadmap for the reader. The article is divided into several key sections, beginning with an introduction that sets the stage for the subsequent analysis. Following this, the main body of the article is divided into two parts. The first part, titled "The Texture of Higher Education Redress Statutes," goes into the statutory landscape of HERS, and looks at their political and legislative histories and examining the structural similarities and differences among various HERS. The second part, titled "Theoretical Contours of Higher Education Redress Statutes," gives a theoretical analysis of these statutes (Mathis, 2023)??.

Introduction

The introduction of Mathis's article is helpful in setting the context for the study. It situates the discussion within the broader socio-political landscape of America, especially in the wake of civil unrest and the reinvigorated calls for reparations across various sectors, including higher education. This backdrop is important for understanding the emergence and significance of HERS. Mathis emphasizes the role of these statutes in the context of a national reckoning with racial injustice, particularly showing the historical and ongoing mistreatment of Black people in America. The introduction lays the groundwork for a comprehensive analysis of HERS by anchoring them within the contemporary discourse on racial equity and reparations (Mathis, 2023)??.

Research Problem Statement and Purpose

In his article, Mathis articulates a critical research problem: the limited and exclusionary nature of current HERS. Mathis identifies that while these statutes are crucial tools for addressing historical and ongoing inequities in higher education, they possess significant limitations. These limitations pertain not just to their scope but also to their ability to fully encompass the range of individuals and groups affected by the historical injustices they seek to redress. The purpose of this article, therefore, is to provide a thorough critical analysis of the structure and implications of HERS. Mathis intends to expose how these statutes, in their current form, may fall short of their intended goal of achieving genuine equity in higher education. This inquiry is essential for understanding the effectiveness of HERS in addressing systemic racial injustices and for identifying areas where these statutes may require revision or expansion to be more inclusive and impactful (Mathis, 2023)??.

Positionality Statement

Mathis offers a reflective and personal account of his positionality as a researcher, which lends depth and context to his analysis of HERS. He shares that he is the first in his family to receive a law degree, and his journey through law and graduate school was marked by experiences of what he terms 'education violence'. This term encapsulates the systemic injustices and barriers faced by marginalized groups within the higher education system. Mathis's interdisciplinary scholarship, focusing on critical race theory and access and equity in higher education, is deeply influenced by his family's history and personal experiences. He relates stories from his family about their aspirations for higher education and how systemic barriers related to race impeded these aspirations. This background informs his approach to the study of HERS, infusing his analysis with a nuanced understanding of the systemic violence perpetrated by the higher education system against Black Americans. His positionality statement emphasizes the importance of personal and familial experiences in shaping scholarly perspectives, particularly in research concerning racial justice and equity (Mathis, 2023)??.

Literature Review and Theoretical Framework

Mathis's article is not explicitly structured as a conventional literature review, but it does give an extensive review of relevant literature and statutes. This review includes an examination of the political and legislative histories of HERS, as well as an analysis of the variations and commonalities across different HERS. In examining these statutes in detail, Mathis lays the groundwork for a comprehensive theoretical analysis. This analysis is based on understanding the historical context in which these statutes were developed and their intended and actual impacts. The review shows how these statutes have been shaped by and have responded to broader societal and political demands for reparations and racial justice. This section of the article acts as a foundation for understanding the theory supporting HERS and situates the statutes within the larger discourse on reparations, equity, and justice in higher education (Mathis, 2023)??.

Methodology

In his analysis of HERS, Mathis uses a critical legal analysis methodology. This approach is particularly suited for dissecting and evaluating the nuances of legal statutes within the broader framework of equity and social justice. Mathis goes into the historical contexts in which these statutes were formed, providing insights into the legislative intent behind them. He critically examines the impact of these laws, considering both their direct and indirect effects on the target populations. This methodological approach allows for a thorough review of HERS, dissecting their potential benefits and laying out their limitations and unintended consequences. Through this focus on equity and social justice, Mathis makes it so that his analysis remains centered on the core objectives of these statutes, which is to redress historical injustices in higher education faced by African Americans (Mathis, 2023)??.

Data Collection and Analysis

Mathis's approach to data collection and analysis involves a detailed examination of specific statutes, including Florida's HB 591 and the City of Athens and University of Georgia Resolution. By scrutinizing these statutes, he gathers qualitative data that sheds light on the nature and implications of HERS. This data includes the text of the statutes themselves, their legislative history, and their contextual background. Through this analysis, Mathis aims to uncover the intricacies of these laws, including their intended purposes, their actual implementations, and their effects on the intended beneficiaries. This in-depth examination allows for a comprehensive understanding of the strengths and weaknesses of HERS, enabling a critical evaluation of their efficacy in addressing the educational inequities faced by Black Americans (Mathis, 2023)??.