10,126 results on '"Racism"'
Search Results
2. Justice Delayed: An Analysis of Local Proposals for Black Reparations
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Olivia J. Reneau
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In this article, I document and analyze all municipal, state, and county-level efforts for Black reparations in the United States. Most efforts resemble H.R. 40's exploratory commission model, possibly due to policy path dependency. Few geographies have allocated funding for committee recommendations, but some have allocated funds for committee activities. Only Evanston, Illinois, has allocated and distributed funds to qualifying residents. On average, cities with reparations efforts demonstrated mixed performance on metrics related to Black wealth, with insufficient evidence to suggest local Black-White disparities are more severe than the nation as a whole. Several proposals emphasize the Black-White racial wealth gap as emblematic of slavery- derived disparity, but no municipal or state proposal can rival the scale or potential of a federal program.
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- 2024
3. Exploring the Trade-Off between Surviving and Thriving: Heterogeneous Responses to Adversity and Disruptive Events among Disadvantaged Black Youth
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Stefanie Deluca, Nicholas W. Papageorge, and Joseph L. Boselovic
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This article examines heterogeneity in adverse events and conditions and how low-income African American young adults respond. Although nearly all individuals in the sample report at least one instance of adversity, the nature and frequency of adversity varies, as do the responses. Some individuals see their lives and plans derailed; others engage in more protective strategies. For still others, adversity presents a difficult trade-off between surviving and thriving. We formalize this trade-off as an extension of a basic model of costly human capital investments. The model shows that a rational, fully informed individual facing this brutal trade-off, in an effort to survive the fallout of adversity, may optimally choose not to make high-return investments that promote thriving in the future. Improved policy design would recognize this type of trade-off.
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- 2024
4. Limited Scopes of Repair: Black Reparations Strategies and the Constraints of Local Redress Policy
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Elizabeth Jordie Davies, Jenn M. Jackson, and David J. Knight
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We consider two local reparations cases--the Evanston Restorative Housing Program and Chicago reparations for police torture survivors. We argue that the programs are shaped by the differing political opportunities, the local context, and the social location of their advocates given that one was constructed within government systems in Evanston and the other largely by grassroots organizers in Chicago. Furthermore, both programs are criticized to varying degrees as being exclusive in their design and implementation. We term this exclusion a process of deliberative marginalization, whereby some of the most vulnerable and most directly affected beneficiaries of a redress initiative are left out of deliberations and implementation decisions about the initiative's design. Subsequently, this study shows both the promise and constraints of reparations policy at the level of local government.
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- 2024
5. The Black Suburban Sort: Is Suburbanization Diversifying Blacks' Racial Attitudes?
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Reuel Rogers
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The recent expansion in Black suburbanization is the most substantial shift in Black American residential patterns since the Great Migration. It has left Blacks more sorted between urban and suburban neighborhoods across metropolitan areas. This study explores whether this increasing residential stratification is associated with differentiation in Blacks' political views on racialized issues. I first lay out a theory of Black political sorting by place, specifying processes inherent in suburbanization that could lead to opinion stratification between suburban and urban Blacks. This is followed by a descriptive analysis of American Voices Project interviews with suburban and urban Black respondents. The data show Black suburbanization is neither as economically transformative nor politically differentiating as might be expected. Despite subtle opinion differences between suburban and urban respondents, they mostly converge in their bleak assessments of racialized issues.
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- 2024
6. Normalizing Reparations: U.S. Precedent, Norms, and Models for Compensating Harms and Implications for Reparations to Black Americans
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Linda J. Bilmes and Cornell William Brooks
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Paying reparations to Black Americans has long been contentiously debated. This article addresses an unexamined pillar of this debate: the United States has a long-standing social norm that if an individual or community has suffered a harm, it is considered right for the federal government to provide some measure of what we term "reparatory compensation." In discussing this norm and its implications for Black American reparations, we first describe the scale, categories, and interlocking and compounding effects of discriminatory harms by introducing a taxonomy of illustrative racial harms from slavery to the present. We then reveal how the social norm, precedent, and federal programs operate to provide victims with reparatory compensation, reviewing federal programs that offer compensation, such as environmental disasters, market failures, and vaccine injuries. We conclude that the government already has the norm, precedent, expertise, and resources to provide reparations to Black Americans.
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- 2024
7. Experiences of Preservice Teachers of Color at a Predominantly White Institution
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Robyn Robinson and Elizabeth Kenyon
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This phenomenological study explores the experiences of preservice teachers of color in a teacher education program at a predominantly white institution. Participants experienced feelings of isolation, being targeted because of their race, lack of multicultural education in the program, and feelings of tension in wanting to speak out and fearing the consequences of speaking out. Recommendations are given for improving teacher education programs to better meet the needs of preservice teachers of color.
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- 2024
8. White Racial Framing and White Supremacy Culture in STEM Education: Experiences of Students with Minoritized Identities of Sexuality and/or Gender
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Rachael Forester, Ryan A. Miller, Rachel Friedensen, Annemarie Vaccaro, and Ezekiel W. Kimball
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Whiteness is prevalent in higher education and therefore permeates science, technology, engineering, and mathematics (STEM) fields. While research shows STEM's long history of exclusion and marginalization in higher education (Ong et al., 2011), there has been limited research on the ways students with minoritized identities of sexuality and/or gender (MIoSG) in STEM interact with systems of dominance, such as whiteness. Using white supremacy culture (Okun, 2021; Okun & Jones, 2001) and the white racial frame (Feagin, 2010) as sensitizing concepts, this paper explores how students with MIoSG are situated in relation to systems of whiteness and white racial dominance in STEM learning spaces. Our findings included three emergent categories: color-evasiveness, desiring diversity in STEM, and the simultaneous invisibility and hypervisibility of Black, Indigenous, and People of Color (BIPOC) in STEM. Findings illuminated the complex ways BIPOC and white students with MIoSG experienced and thought about whiteness and white supremacy in STEM. Data point to the need for intentional anti-racist research, policy, and practice in STEM learning spaces.
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- 2024
9. Language Equity in the Undergraduate Classroom: Fostering Language Diversity in the World of Standard Academic English
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Gabriela Johnson
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In this essay, I explore the complex intersection of language, identity, and education with a particular focus on the importance of fostering linguistic equity in higher education settings. It is imperative for higher education institutions to reevaluate language-related practices and foster linguistic diversity and equity. Drawing upon linguistic theories and real-world examples, I highlight how language is deeply intertwined with personal identity, culture, and heritage. Various English dialects, such as African American Vernacular English, Chicano English, and others, are highlighted as valid linguistic expressions rather than deviations from a supposed standard. The role of standard academic English (SAE) in academia is examined, with a critical examination of how it can unintentionally perpetuate linguistic prejudice and inequality. I highlight activities in one university and provide practical strategies and classroom approaches to promote linguistic equity by showcasing rubric adjustments and teaching techniques that accommodate diverse language backgrounds. Educators can create inclusive learning environments that empower students to communicate effectively and celebrate their linguistic diversity, ultimately breaking free from historically biased language standards.
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- 2024
10. Developing a Culturally Responsive Social Studies Classroom with Trade Books
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Jeremiah Clabough, Timothy Lintner, Caroline Sheffield, and Alyssa Whitford
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In this article, the authors focus on a one-week research project examining Frederick Douglass's civic actions to challenge racial discrimination African Americans faced before and after the U.S. Civil War. Our one-week research project was implemented at a free public charter school in amid-sized Southern city. Our project connects to the disciplinary literacy skills argued for in the indicators of the C3 Framework. The following research questions drove our study: (a) in what ways, if any, do students articulate the challenges African Americans faced in the slavery system?; (b) In what ways, if any, do students articulate the civic actions taken by Frederick Douglass to challenge racial discrimination in U.S. society? First, we define the concept of public issues and describe their importance in an abbreviated literature review. Next, our focus shifts to examining how disciplinary literacy skills advocated for in the C3 Framework helped to shape our project. Then, we briefly focus on the demographic information for the students that participated in our study along with giving the demographic information about the teacher that implemented this project. Next, methods utilized in our project will be given. Then, a description of the student data and analysis procedures is provided. Next, we talk about the findings from our study and give a discussion section to unpack our findings. Finally, we close the article with limitations from our study and recommendations for future research studies to build upon our project.
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- 2024
11. Using the Cultural Formulation Interview with Afro Latinx Immigrants in Counseling: A Practical Application
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Kirsis Allennys Dipre, Diana Gallardo, Susan F. Branco, and Ladylanis Grullon Cepeda
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Afro Latinx immigrants are an underserved population in the United States and within counseling specifically. The counseling profession has been slow to address the unique needs of this population despite the increased visibility of this group in recent years. Consistent with the codes of ethics from the American Counseling Association and the National Board for Certified Counselors and the Multicultural and Social Justice Counseling Competencies (MSJCC), counselors must continue to expand their repertoire and use empirically supported tools to address these mandates and increase cultural responsiveness in clinical practice. Despite its alignment with the MSJCC, the counseling literature demonstrates that the Cultural Formulation Interview is an underutilized, empirically supported tool. The authors describe how counselors may use the Cultural Formulation Interview in their clinical practice with Afro Latinx immigrants while operating from a multicultural and social justice-oriented framework.
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- 2024
12. Diondre Also Has Bad Days: Cannabis Use and the Criminalization of Black Youth
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Rommel Johnson
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Black, school-aged youth may experience socioeconomic, psychological, and emotional difficulties that affect their mental health, leading to maladaptive ways of coping, such as cannabis use. Instead of getting treatment and support to help them manage their stressors in positive ways, Black youth often receive punitive school practices, including referrals to the juvenile justice system. Counselors who work with school-aged youth are likely to encounter many Black youth and can thus either be instrumental to their psychological development or inadvertently impede their well-being with over-pathologization and criminalization of their cannabis use. In this article, the author reflects on a particular experience he had working with a Black youth and how it influenced his cultural competency and development as a counselor. The author also discusses the socioeconomic landscape and psychological experience of Black youth and their rationale for cannabis use. The article concludes with implications for professional counselors.
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- 2024
13. Do Increasing Levels of Education Contribute to Individualist or Collectivist Orientations? Evidence from the U.S. General Social Survey
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Elizabeth A. Jach
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While prior research has examined the connection between civic engagement and collectivist views, the present study considers to what extent years of education have been associated with more collectivistic views. This study analyzed data from the 2021 United States General Social Survey. Results suggested that more years of education was associated with believing that the government should do more for Black people and that the government should do move overall (in a scaled average of individualism/collectivism). Specific demographic factors were associated with more collectivist or individualistic views. Implications for program and policy development within higher education are considered.
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- 2024
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14. 'A Brief Moment in the Sun': Mapping White Backlash in the History of K-12 Black Education in the United States
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Amber M. Neal-Stanley, Kristen E. Duncan, and Bettina L. Love
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White backlash is the immediate, violent response of some white people to the actual and perceived racial and educational progress of oppressed groups. In this paper, we take a historical detour to map this phenomenon, specifically in the history of K-12 Black education. We demonstrate that the current state of education is not an exceptional moment, but part of a long genealogy of anti-Black educational violence and white backlash. Yet, we suggest that operating from an understanding of the inevitability and imminence of white backlash offers necessary tools in the continued fight for liberatory Black educational futures. [Note: The publication year (2026) shown in the header on the PDF is incorrect. The correct publication year is 2024.]
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- 2024
15. Black Male Brilliance as (Ill)Legible: Challenging and Changing Societal and Educational Narratives
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Martin P. Smith, Marcus W. Johnson, and Lela Owens
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In this study, we examine how race and racism impact the schooling of African American males by analyzing the first-person perspective of hip-hop superstar, Nasir "Nas" Jones. We selected Nas due to his unique yet prevalent educational trajectory and perspectives. Critical race theory is employed as a framework as well as notions of Sankofa methodology and literary analysis to investigate his music, documentaries, and an open letter whereby he critiques the public school system while providing academic ideas to engage and inspire Black students. Studies about Black males routinely focus on their subpar academic performance with the intention of "correcting" these behaviors. We utilize the experiences of Nas to reframe the conversation and provide nuanced insight into Black educational experiences instead of perpetuating recycled, bleak narratives. This article concludes with suggestions for educators to better serve African American males in the Pre K-12 academic context.
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- 2024
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16. 'On a Risky Slope of Democracy': Racialized Logics Embedded in Community-School Board Interactions
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Eupha Jeanne Daramola, Taylor Enoch-Stevens, James C. Bridgeforth, and Akua Nkansah-Amankra
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As school board meetings are integral sites of local education policymaking, scholars must consider how structural racism manifests in these spaces across various district contexts. We examine how racialized institutional logics undergird the interactions between majority-Black district leadership and a local Black community during school board meetings. Through an ethnographic case study of school board meetings over the 2019-2020 school year, we find that racialized pressures led predominantly Black school board members and district administrators to uphold policies and practices that limited two-way authentic interactions with their Black constituents. In conclusion, we argue that racial representation in educational politics may be important, but is not sufficient unless accompanied by changes to policies and practices that privilege Whiteness and reproduce racism.
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- 2024
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17. Becoming an Activist: Critical Action among Black Youth during the Transition to Adulthood
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Deaweh E. Benson, Vonnie C. McLoyd, and Jozet Channey
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Many Black young adults engage in their communities through critical action, or activism, as they transition into adulthood. However, knowledge about predictors of critical action remain sparse. The present longitudinal study addresses this gap by exploring links between critical action, ethnic-racial identity, and racial discrimination among 143 Black youth who were surveyed as adolescents (M[subscript age] = 15; 66% female) and again as young adults (M[subscript age] = 20). Using hierarchical logistic regression, we found that young adult experiences of racial discrimination were related to increased odds of critical action, accounting for adolescent racial discrimination, gender, caregiver education, and postsecondary enrollment. We also found that criminalizing discriminatory experiences (e.g., being stopped by the police) during young adulthood were related to increased odds of critical action. Our findings document changes in racial discrimination and ethnic-racial identity during the transition to adulthood and suggest that some marginalized youth may transform adverse experiences into critical action.
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- 2024
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18. The Potential of Minimum Wage Increases to Reduce Youth Homicide Disparities: Diminishing Returns for Black Youth
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Briana Woods-Jaeger, Tasfia Jahangir, Marcia J. Ash, Kelli A. Komro, Imani J. Belton, and Melvin Livingston
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We examine and compare the relationship between minimum wage increases and youth homicide rates in three groups: all youth, White youth only, and Black youth only. Using 2001-2019 mortality data from the National Vital Statistics System (NVSS) for all 50 states and Washington DC, we apply a difference in differences (DD) design to compare the change in youth homicides across states with varying changes in the state-specific minimum wage. With the inclusion of state-specific linear time trends, we find that a $1 increase in minimum wage leads to a significant 4% reduction (RR = 0.96, 95%CI [0.92, 0.99]) in homicides among White youth, but no significant reduction among Black youth (RR = 0.98, 95%CI [0.91, 1.04]). Findings are consistent with research on marginalization-related diminished returns for Black youth. While minimum wage increases are a promising step to reduce youth homicides overall, reducing homicide disparities experienced by Black youth requires additional components. Future research should examine policies with the specific intention to dismantle structural racism.
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- 2024
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19. Interactive Effects of Racism and Racial Centrality on ADHD Symptoms
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Kaylee Boyd, Maryam Ware, and Yara Mekawi
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Objective: Although race-related stress is associated with numerous mental health outcomes, no previous research has examined associations with ADHD symptoms. We examine how such associations differ in Black Americans based on racial identity to allow for more nuanced understandings of racial discrimination's association with ADHD symptoms. Methods: This study asked a sample of Black Americans to answer questionnaires assessing race-related stress, ADHD symptoms, and racial centrality. Results: In predicting ADHD symptoms, we found a positive effect of race-related stress and a negative effect of centrality. At low levels of centrality, the association between ADHD symptoms and race-related stress was stronger than at mean and high levels of centrality. Through additional sub-group analyses we found the interaction effect not replicating in one of our conditions. Conclusion: These results suggest experiences of race-related stress and racial identity are important factors for consideration in the treatment of ADHD symptoms.
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- 2024
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20. 'We're Not Anti-Police…We're Anti-Police Brutality': An Exploration of Black College Freshmen's Perception of Police Brutality on Social Media
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Amanda M. McLeroy and Yudan C. Wang
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Guided by the critical race theory and the social identity theory, the present study aimed to explore the impact that exposure to police brutality on social media has on Black college freshmen's perception of law enforcement and mental wellness. To explore this phenomenon, we conducted in-depth, semi-structured interviews with 20 Black college freshmen (age range: 18-20). Participant narratives were coded using a thematic analysis. Findings revealed that participants depicted police brutality on social media as racially driven, which yielded behavioral changes and negative psychological responses, such as sleep disturbances, anger, and fear. Further, the oversaturation of police violence in the media significantly altered the participants' views of the police and their practices. Our findings are consistent with previous literature concerned with the vicarious experiences of police brutality among youth and have implications for educators, counselors, and scholars.
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- 2024
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21. Prenatal Cannabis Use and Offspring Autism-Related Behaviors: Examining Maternal Stress as a Moderator in a Black American Cohort
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C. Nutor, A. Dunlop, O. Sadler, and P. A. Brennan
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Prenatal cannabis use and maternal stress have been proposed as risk factors for autism spectrum disorder (ASD). Black mothers and mothers of lower socioeconomic status (SES) may be especially likely to experience high levels of stress. This study examined the impact of prenatal cannabis use and maternal stress (i.e., prenatal distress, racial discrimination, and lower SES) on child ASD-related behaviors in a sample of 172 Black mother-child pairs. We found that prenatal stress was significantly associated with ASD-related behaviors. Prenatal cannabis use did not predict ASD-related behaviors and did not interact with maternal stress to predict ASD-related behaviors. These findings replicate previous work on prenatal stress-ASD associations and add to the limited literature on prenatal cannabis-ASD associations in Black samples.
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- 2024
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22. Writing with Dignity among Youth in Urban Communities: Using Mentor Texts as a Reflective Tool for Transformation
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Crystal Chen Lee, Laura Jacobs, and Jennifer C. Mann
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This article describes a three-year qualitative study on how youth of color in one community-based organization, Durham Community Youth, used the mentor text, Dr. Martin Luther King Jr.'s "What's your life's blueprint?" speech, as a reflective tool to transform themselves and their community. Using a critical literacy framework, the authors situate the study within the rich history of the Black community in Durham, North Carolina and examine how students' writing advocated for their communities by speaking out against oppressive forces. The article offers implications on how educators can reimagine the implementation and intentionality of mentor texts for youth.
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- 2024
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23. Navigating the Field While Black: A Critical Race Analysis of Peer and Elder Advice to and from Black Evaluators
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Cherie M. Avent, Aileen Reid, J. R. Moller, Adeyemo Adetogun, Brianna Hooks Singletary, and Ayesha S. Boyce
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The field of evaluation has experienced greater professionalization in the areas of evaluator education and training. Growth in these areas included sensitivity to issues of diversity, with efforts to attract and retain evaluators of color. Currently, there is limited scholarship on navigating a world with more opportunity but still dealing with being Black. Motivated by our identities as Black evaluators, we explored the education, training and socialization concerns experienced by Black evaluators and the advice they would offer. Through content analysis of semi-structured interviews and the utilization of Critical Race Theory as a framework, we garnered advice to and from Black evaluators on how to (a) navigate the politics in evaluation; (b) engage in reflection and reflexivity; (c) network and collaborate; (d) mentor and bring others along the way; and (e) develop as a professional evaluator. We offer a synthesis of these findings in the discussion and articulate further implications.
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- 2024
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24. Decolonising Doctoral Education in an Era of Pandemic
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Catherine Manathunga
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Purpose: The purpose of this paper is to investigate the impact of the COVID-19 pandemic on doctoral education. Pandemics throughout history have generated new educational theories and practices, accelerated some trends and signalled the abrupt end of others. The unpredictable effects of the COVID-19 pandemic have particularly impacted upon First Nations and transcultural communities and People of Colour throughout the globe. A second significant recent global trend that occurred at the height of the pandemic was the reignited #BlackLivesMatter (#BLM) protest campaign. This campaign drew attention to the vast inequities faced by black, transcultural (migrant, refugee, culturally diverse and international) and Indigenous peoples and triggered rapid action in higher education institutions against racism and unconscious bias. Design/methodology/approach: This conceptual paper draws upon postcolonial/decolonial theory to demonstrate how the COVID pandemic and #BLM movement prompts us to revitalise doctoral education. Findings: These two issues have created renewed urgency around the need to decolonise higher education and a desire to transform the "business-as-usual" geopolitical power dynamics that continue to privilege Northern knowledge over culturally diverse knowledge systems from First Nations and transcultural contexts. A key site where special opportunities exist to effect this transformation lies in doctoral education. Doctoral education is a significant location of new knowledge creation and the development of the world's future researchers. Research limitations/implications: Applying post/decolonial theory enables one to rethink how doctoral education should be changed to work towards greater decolonisation. Originality/value: This study applies Santos' ideas about "the sociologies of emergence" in the global South to think about how doctoral education should be reconstructed as a liberated zone of decolonisation and epistemic justice.
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- 2024
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25. 'Plant My Feet on Higher Ground': Understanding How Black Megachurches Create a College-Going Culture
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Terra N. Hall and Julie J. Park
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This manuscript focuses on the role of Black megachurches in addressing the historical educational exclusion that continues to affect Black students' college access. Secondary data analysis of semistructured qualitative interviews with 27 church and ministry leaders of three Black megachurches in the mid-Atlantic region of the U.S. uncovered how Black megachurches and their leaders create a college-going culture. Findings reveal how Black megachurches and their leaders, although aware of systemic inequalities, employ community cultural wealth (Yosso, 2005) to promote Black student college access. This analysis illuminates the significance of applying critical frameworks for recognizing and understanding how capital within Black communities is employed to disrupt systemic oppression, create a college-going culture, and effect educational change for Black students.
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- 2024
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26. History of Redlining and Impact on Formal Occupations of Adult Learning
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Christine R. Privott and Daryl R. Privott
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This project aims to gain a new understanding of redlining and the nature of how human beings occupy their time. Redlining was/is government sanctioned discriminatory race-based exclusionary tactics in real estate. Occupational science and adult learning tenets support the idea that how we occupy our time matters; Black Americans could not buy houses or participate in community activities of their choice. Our literature review leads us to postulate that historical redlining harms residents' ability to participate in formal occupations. Conceptualizing redlining through an occupational and educational lens is a novel approach and helps reveal the history of everyday living under redlining policies. [For the full proceedings, see ED648717.]
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- 2023
27. American Association for Adult and Continuing Education (AAACE) 2023 Conference Proceedings (4th, Lexington, Kentucky, October 3-6, 2023)
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American Association for Adult and Continuing Education (AAACE), Lisa R. Brown, Audrey Ayers, Trenton Ferro, Laura B. Holyoke, Adam L. McClain, and Pamela McCray
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This year's conference theme, "Informing, Reforming, and Transforming: The Vital Role of Adult Education in Challenging Times," challenged conference leaders to examine adult education from a different lens and consider new opportunities for research and practice that support the American Association for Adult and Continuing Education's (AAACE) motto of "transforming lives and communities." The proceedings reflect a combination of presentations featuring empirical research and practical application within the field of adult and continuing education. The proceedings is comprised of 24 papers that were presented at the fourth conference of the AAACE in Lexington, Kentucky, October 3-6, 2023. [Individual papers are indexed in ERIC.]
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- 2023
28. Disrupting White Hegemony: A Critical Shift toward Empowering Black Male Youth through Group Work
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Lopez-Perry, Caroline
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Despite the unique and pressing needs of Black male students in schools, there has been a significant gap in the availability of culturally responsive group counseling models to support and empower this population. In this commentary article, I discuss the theory and research underlying the ASE group model for Black male middle school youth. Drawing on Steen et al. (2023) use of Critical Race Theory for reconceptualizing the ASE group model, I expound on the concept of white hegemony in school counseling. School counselors may unconsciously impose white cultural norms and values on students, hindering the effectiveness of the ASE model. To counteract white hegemony, I propose several strategies for creating a more inclusive, healing, and growth centered group environment.
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- 2023
29. 'History Teaching, National Myths, and Civil Society'
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Karl Benziger
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One of the critical issues facing Historians today has been the emergence of Strong State regimes and the politicized pseudo history they produce in countries claiming to adhere to democratic norms. The attack on the Capital of the United States was based on a series of lies about voter fraud supported by President Donald Trump and members of Congress. Countering ideology based on a complete disregard for truth is now of paramount importance in the United States. This paper studies Trump's promise to Make America Great Again (MAGA) as a further evolution of Lost Cause mythos that began after the Civil War. The original story casts the enfranchisement of African Americans as a failure touting white supremacy and the righteousness of Jim Crow laws. How can History teachers counter these highly politicized myths? I suggest that the methodology of our profession may provide us with some important tools. John Dewey underscored the importance of critical inquiry to the preservation and advancement of democracy. Teaching students how to think historically goes a long way in the process of producing citizenry who are ready to participate in civil society. To that end I conclude this essay with a course that I teach entitled "Witches, Aliens, and Other Enemies." The course is designed to set moments of mass hysteria and paranoia in the American narrative against the background of reason and rational legal law utilizing the Salem witch hunt at the end of the seventeenth century and the "red scare" following World War II as case studies to stimulate student exploration.
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- 2023
30. Protest Music as a Communication Method; Research on Teaching Strange Fruit
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Mine Sadrazam and Ümmü Bayraktar
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The great economic power of the United States of America allowed its attitude towards the African American population living on its land to be ignored for a long time. However, the lives of the African Americans and the time they have lived have started to manifest itself in music as well as various visual arts. Protest music is written and performed with the aim of encouraging cultural and political change to be a part of the movement. The emergence of protest music in the United States coincides with the period of the Civil Rights' Movement of the 1954's. The protest music, which started with the aim of drawing attention to the elements of war and slavery, was composed and performed with the aim of drawing attention to the racist attacks against black people in South America, shedding light on violence and oppression, and helping the white people face this situation. The jazz style song "Strange Fruit" sung by African American female singer Billie Holiday, which addresses these issues and is considered as one of the first original example of protest music, started a change by creating the intended effect on the white people and African American people living in the United States. The song/poem "Strange Fruit", the photograph that inspired the composition, the photograph and video of Billie Holiday singing the song will be analyzed with Roland Barthes' semiotic theories. The result of this study shows that protest music, performed in the best possible way, is an important and effective element of communication to draw attention to the efforts of African-Americans involved in the construction of a great piece of labor.
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- 2023
31. Midwest Black, Indigenous, People of Color Leaders Serving in White Spaces
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Burton, Brett A.
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The narrative inquiry correlates to the Leadership in a Time of Change theme by examining the stories of 10 Black, Indigenous, People of Color (BIPOC) school leaders serving in White suburban schools. The research study explores the experiences of eight Black and two Latinx school leaders that serve in K-12 school districts after the racial reckoning of 2020 when elevated racial tensions were significant. Limited research has been explored related to BIPOC school leaders' experiences in predominately White school institutions where they are underrepresented among educational stakeholder groups. The inquiry analyzes the data through the Critical Race Theory from Delgado and Stefancic (2017). The stories of the 10 BIPOC school leaders revealed three themes: racism, microaggressions, and pressure plus. The study is relevant to predominately White school district leaders attempting to hire and retain diverse school leaders.
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- 2023
32. Resisting Divide-and-Conquer Strategies in Education: Pathways and Possibilities
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Dennis L. Rudnick and Dennis L. Rudnick
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"Resisting Divide-and-Conquer Strategies in Education: Pathways and Possibilities" examines the ways in which divide-and-conquer strategies operate in the American public education system. In U.S. education, these mechanisms are endemic and enduring, if not always evident. Coordinated, strategic, well-funded, politically-viable campaigns continue to stoke fear, othering, villainization, and dehumanization of minoritized groups, pushing false and problematic narratives that inhibit progress toward social justice. Weaponizing hegemony and leveraging misinformation, reactionary agents and institutions seek to suppress truth, block access to democratic participation, and dismantle education and other sites of emancipatory possibility through the strength of divide-and-conquer mechanisms, pitting relatively disempowered groups against one another to preserve the dominant social order. Readers of this book will encounter conceptual and critical interrogations of divide and conquer. The text will help facilitate inquiry and engagement into how divide and conquer operates and how it can be resisted. It looks at the history of the phenomenon, as well as its current state, especially as it relates to education. What insights and lessons might we learn from a focused examination of divide and conquer, and what strategies of resistance are both possible and necessary for challenging it? This text is designed for undergraduate and graduate classrooms in education and social sciences. Part I, Ideology and Sociopolitical Contexts, dissects how divide-and-conquer mechanisms operate ideologically and sociopolitically. Part II, Policies and Practices, focuses on how divide-and-conquer mechanisms shape exclusionary U.S. educational policies and practices. Part III, Resistance and Liberation, documents efforts of liberatory communicative, curricular, and pedagogical possibilities. Each chapter concludes with a set of critical questions for reflection and engagement. Perfect for courses such as: Foundations of Education; Schools and Society; Schooling in America; History of Education; Philosophy of Education; Sociology of Education; Social Studies; Critical Theory in Education.
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- 2024
33. Social-Cultural Quantum Optics at a Predominantly White University: Refusing, Rebuffing, and Undoing Racism through Collective Experiential Observation
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Sweet, Elizabeth L., Williams-Witherspoon, Kimmika, Turner, Karen M., and Fornero, Elisabeth G.
- Abstract
Racism is commonly defined as prejudice plus power, but in some contexts it can be practiced as a lack of diversity, equity and inclusion. These issues have been at the forefront of popular culture and academic research for some time now, but one could argue, interest has exploded in the U.S. consciousness since May of 2020 and the video recording of the extra-judicial killing of George Floyd in Minneapolis, mirroring that of Philando Castile four years earlier in the same city. In this paper we document the ways diversity, equity and inclusion are perceived, and how those perceptions render racism (un)visible. Within this context, we introduce a framework we are calling social-cultural quantum optics (SQO). With data from two large diversity symposia at a university on the east coast that is more diverse than many coupled with our experiences at three art exhibits, we begin to construct a path unlocking small scale, quantum, determinants of racism. We argue that understanding SQO can undo its links to racism on everyday life in cities and communities where universities are located, while at the same time urging the use "collective experiential observation" of artistic expression to aid in data analysis. [Note: The page range (68-91) shown on the PDF citation is incorrect. The correct page range is 68-90.]
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- 2022
34. Negotiating and Navigating Invisible Barriers: A Multi-Case Study of Black Women Executive Leaders in Facilities Management 'Leading from the Margins'
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Winnie Kwofie
- Abstract
Black women leaders are significantly underrepresented in facilities management, a construction-related and built environment profession. Existing literature shows that facilities management is a poorly defined profession and is embedded in a predominantly white, hegemonically masculine, patriarchal culture that results in racist and sexist behaviors and actions against Black women. Such harmful experiences discourage Black women from the profession and its leadership. Most of the literature focuses primarily on Black women's experiences of oppression in predominantly white institutions across various industries, generally and in construction-related and built environment occupations, highlighting perceived negative stereotypical labels and images used to mischaracterize their behaviors to undermine their leadership. Until now, no attention has been paid to Black women leading specifically in facilities management, and no published data exists. I employed a multi-case study methodology and a Black feminist framework to examine how seven Black women executive leaders negotiate and navigate structural barriers in this profession to persist in leadership. Results of my study suggest that my participants: 1) gained critical consciousness from their lived experiences of oppression, caused mainly by two complex structural barriers: a poorly defined profession and an oppressive culture; 2) utilized their experiential knowledge gained from lived experiences of oppression to develop a network of support systems, relationships, and sacred spaces; and 3) extracted and transferred their experiential knowledge from their respective disciplines to leadership positions in facilities management. My study provides insight and recommendations to draw attention to how we can address this injustice against Black women in facilities management. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
35. Moving from Suffering to Survive to Thriving within the Ivory Tower: Exploring the Impact of Systemic Racism and White Supremacy on Black PWI Staff
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Jennifer Taylor Edens
- Abstract
Black staff working at predominately white institutions (PWIs) of higher education experience systemic workplace racism undergirded by higher education's deep connections to and reproduction of White supremacy and antiblackness. This phenomenological qualitative research study entails a literature review with historical, conceptual, and empirical studies to show the connection between the origination of White supremacy, its role within the U.S. PWIs, and the resultant impacts on Black PWI staff. The literature review includes a background to understand the origin of current Black PWI staff racialized experiences in their workplace. There is a body of research on Black faculty experiences in their higher education workplaces, but less is known about Black PWI staff experiences. The literature review contains research studies documenting the experiences of Black faculty and staff due to the dearth of research focused on the workplace experiences of Black PWI staff. To address this research gap, the researcher investigated the experiences of 10 Black PWI staff. The Black PWI staff answered four research questions related to the following areas: (a) how they experienced systemic racism in their PWI workplace, (b) how they understand systemic racism, (c) how their mental and physical health are impacted by regular exposure to systemic racism in their workplace, and (d) how they thrive despite systemic racism in the workplace. The findings indicated nine areas of agreement with the literature reviewed on Black PWI faculty experiences with systemic workplace racism. This study contributes to the existing literature by increasing research on Black PWI staff, acknowledging K-12 systems as PWIs, showing the importance of proximity to Blackness for Black PWI staff, and demonstrating the profound impact of fictive kin relationships in the PWI workplace for Black staff. The research recommendations address the need for PWI employers to improve the workplace environment and for Black PWI staff to thrive within the systemically racist PWI workplace. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
36. Unfiltered Voices: A Qualitative Examination of Attrition and Retention of Black Women Senior Leaders in Higher Education
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Krystal R. Pleasant
- Abstract
The journey of Black women into senior leadership roles within higher education institutions is characterized by a complex interplay of personal and professional realms shaped by the intersecting forces of racism and sexism. This dissertation examined the lived experiences of these trailblazing leaders, revealing the systemic barriers they encounter, the resilience they embody, and the strategies they employ to navigate and transform the academic landscape. Through a rigorous qualitative approach, this study gives voice to the narratives of Black women in positions such as university deans, vice-presidents, and provosts. It explores the multifaceted challenges they face, including the questioning of their legitimacy, marginalization, and the persistent confrontation with racist and sexist stereotypes. The research underscores the emotional labor and toll these experiences can have on their well-being and their decision to remain in or leave their leadership roles. Central to this study is examining workplace factors that contribute to or detract from Black women leaders' sense of belonging, job satisfaction, and intent to remain. It highlights the critical importance of supportive networks, mentorship, and institutional policies promoting diversity, equity, and inclusion. The study explored these leaders' strategies to navigate adversities, build support systems, and advocate for change within their institutions. Furthermore, this dissertation sheds light on the institutional factors and policies that can foster the retention and advancement of Black women in higher education leadership. It emphasizes the need for comprehensive mentorship programs, targeted professional development initiatives, and inclusive spaces celebrating diversity. The research also underscores the significance of work-life balance policies that acknowledge the holistic needs of Black women leaders. Through this in-depth exploration, the study contributes to a deeper understanding of the systemic issues influencing the career trajectories of Black women in academia. It calls for a concerted effort to dismantle barriers and create a more equitable and inclusive higher education landscape where Black women's unique perspectives and contributions in leadership roles are valued and amplified. Overall, this study is an essential resource for advancing knowledge and understanding in the field, and its implications can potentially influence positive change in academia. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
37. 'Out Here Fighting for My Life': Exploring the Experiences of Black Women Student Affairs Professionals and Critical Incidents in Workplace Relationships with White Women at Historically White Institutions
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Brandy S. Propst
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Using sista circle methodology (Johnson, 2015), this critical qualitative study explores the experiences of Black women student affairs professionals and the critical incidents that occur in workplace relationships with white women higher education professionals at historically White institutions (HWIs). The research questions explored how Black women student affairs professionals perceived, described, or navigated critical incidents with white women and how structural violence and racialized harm associated with these experiences influenced their careers. The study used Black feminist theory (Collins, 2009) and critical race feminism (Wing, 2003) as the theoretical frameworks to situate this study. Seven Black women student affairs professionals with multiple intersectional identities from various institution types and across various student affairs functional areas completed a participant journal (Hatch, 2002) and participated in two sista circles. Findings suggest that participants experienced mostly negative critical incidents with white women supervisors and colleagues due to white women's alignment with whiteness and white supremacist patriarchy. Findings also illuminate how critical incidents with white women contribute to Black women student affairs professionals being placed into outsider-within locations (Collins, 1998) at HWIs and the tools, strategies, and support systems that Black women utilize to survive and thrive in higher education. This study concludes with implications for research and practice as well as recommendations and considerations for HWIs and white women higher education professionals to listen to, support, and protect Black women student affairs professionals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
38. Role, Representation, Resistance, and Response: Black Women Senior Leaders in Predominantly White Institutions of Higher Education
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Susan C. Puryear
- Abstract
Although notably underrepresented in role and research, Black women bring a strong presence to higher education institutions--leading academic, research, and business operations from senior and executive roles. Black women senior leaders serve as change agents strategically leading their organizations to become better, stronger, and more effective in supporting the health, longevity, and competitiveness of their institutions. This dissertation study explored how Black women senior leaders experience their place in higher education, including their ability to navigate and lead in traditionally White male spaces of leadership. This research sought to understand Black women's leadership experiences and practices including challenges and resistance to their leadership and how they address them, and how their social identities inform and impact these experiences. The study used a broad, emic focused qualitative approach informed by the theoretical frameworks of intersectionality, critical race theory, and gendered racism to explore the experiences of Black women senior leaders in predominantly White institutions. This study found multiple ways Black women senior leaders' intersectional identities influence and shape their approach to leadership and their leadership experiences. It explored how Black women's leadership is perceived and responded to in their institutions, including support, allyship, and resistance to who they are and how they lead as Black women. Despite institutional signals of support for advancing diversity, equity, and inclusion, Black women senior leaders continue to experience significant burdens and challenges unique to their roles and work. The findings from this study inform Black women leaders', both current and aspiring, with considerations for navigating their careers in predominantly White higher education institutions, as well as institutional efforts to attract, promote, and retain diverse talent through representing the realities Black women senior leaders negotiate in their positions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
39. Women Listening: Exploring the Lived Experiences of Tenured Black Women Counselor Educators at Historically White Institutions
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Tonja Michelle Simmons Lee
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Black feminist thought (BFT) was used in this study to explore the lived experiences of tenured black women counselor educators at historically White institutions. The study employed BFT to understand better how they positively navigated their experiences. The analysis identified three primary themes and nine subthemes, exemplifying how Black women Counselor educators successfully navigated the halls of historically White institutions to become tenured. The findings of this study can transcend the way practicing counselors, counselor educator programs, leaders of institutions, and Black women counselor educators create and hold space amid institutional, systemic, and gendered racism. Furthermore, these implications can principal decisions on policies and practices that support the favorable alignment of hiring and tenure practices, including course and service assignments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
40. The Talk: Learning That Binds Generations: A Critical Reflective Practice Begot from a Black Woman's Dialogic Approach
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Esther Smith Pippins
- Abstract
This study uses a qualitative research design, a phenomenological approach, and a narrative inquiry component to delve into the past and present experiences of six Black women who engaged in the talk, a colloquial expression for conversations that Black parents have with their children about the dangers they face due to racism or unjust treatment. More importantly, these conscious-building conversations are a rite of passage for their survival, and this study particularly sought to capture significant events of critical reflection in its natural use that might not otherwise be recognized or documented as learning. Since the talk has roots in the counternarrative, critical race theory (CRT) served as the philosophical/epistemological underpinning that informed the study. As a theoretical framework, critical reflection also played a crucial role in informing the study because the talk's effectiveness relies on a reflective practice that extends well beyond the talk itself and what Mezirow (1981) suggests is a critical assessment of one's internalized assumptions that ends with reintegrating into the world with a new perspective. Through a careful analysis of notable collected data, this study examined the participant experience by queries of the following: how did participants digest and dissect learning from the talk to distinguish usable information to apply in real-world settings; did their engagements with the talk elicit thoughts for assessing previously held assumptions about their Black identities; did the participants identify ways in which they examine their thinking relative to their talks; and did the participants utilize the critically reflective practices inherent in the talk to enhance their cognitive development. As the study progressed, the researcher ensured trustworthiness and ethical practice so that participant safety, comfort, and confidentiality were foremost, their stories illuminated, and their voices amplified. Lastly, as compelling themes emerged from this study with the potentiality of improving our understanding of how this population of adult learners shapes their critically reflective practices after engaging in the talk, this research reiterates one of its core visions, which was to explore how content-focused dialogue in the form of intergenerational learning exchanges can be used as learning resources in other adult learning environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
41. Black Female Superintendents: Factors Leading to a Successful Career Pathway into the Superintendency
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Katie Ann Russell
- Abstract
In the U.S. public educational system, the superintendent role is crucial for shaping student outcomes, yet it is predominantly occupied by White males (73%), with African American females making up less than 1% of these positions. Historical research on superintendents often overlooked gender and racial diversity, contributing to the underrepresentation of minority and female leaders. Studies indicate a stark contrast between the demographic composition of educational leadership and the increasingly diverse student populations they serve, particularly in urban districts. This discrepancy underscores the necessity for research focused on the unique experiences of African American female superintendents. This study aimed to explore the factors contributing to the professional advancement of African American female superintendents, shedding light on the challenges, support systems, and the role of race, gender, and ethnicity in their career trajectories. By emphasizing the lived experiences of these women, the study sought to address the literature gap and inform policies for enhancing diversity in educational leadership. Black feminist epistemology was used in this phenomenological study to capture the perspectives of six African American female superintendents as they pursued and assumed the role of superintendent. To gain knowledge of African American women's lives, one must learn to center in another one's experience (Hooks, 1992; Williams, 1996), validate it, and neither compare it nor try to force it into the Eurocentric idea of the White middle class (Collins, 2002). Two in-depth interviews were conducted with each participant, and a data analysis was conducted using an iterative process between the data collection and analysis. The findings included six themes, four emerging from a positive perspective and two detailing the challenges faced due to their race and gender. Participants described experiences as they progressed from high school to college to the workplace and their perseverance, resiliency, and dependency on family and mentors as keys to their successful rise to the superintendent position. However, the challenges faced as an African American female are vast, and they spent a lot of time navigating racist behaviors and political pressures due to their race and gender throughout their career path. The significance of this research lies in its potential to inspire actionable strategies for increasing the representation of African American females in superintendent roles, mirroring the broader societal shifts toward inclusivity observed in historical political milestones. Through a focused exploration of the African American female's journey to leadership, this study added to the limited research on creating equitable opportunities for this minority group in educational administration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
42. The Lived Experiences of Black American Mental Health Therapist Seeking Personal Therapy: An Interpretative Phenomenological Analysis
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Tera Brownlee Warfield
- Abstract
Black Americans face unique challenges in America that impact their mental health. Research as specifically shown that Black therapist experience unique challenges within work with clients due to microaggressions and holding space for other people of color related to racial trauma. There is an established body of research pertaining to therapist mental health but limited research pertaining to the mental health of Black mental health therapist especially pertaining to addressing this populations mental health needed. The purpose of this study was to examine the lived experiences of twelve Black therapist who have sought personal therapy. This topic was explored to better understand the needs of Black therapist related to addressing their mental health needs. Through using Interpretive Phenomenological Analysis (IPA) and the lens of Intersectionality, four main themes emerged. These findings add to the mental health field, including mental health educators and training programs, related organizations, along with current therapist and counselors-in-training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
43. 'They Care about Their Kids:' Schools, Black Fathers, and the Reproduction of Antiblack Misandry
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Bakari A. Wallace and David J. Pate
- Abstract
Recent scholarship has attempted to amplify the voices and intentions of Black fathers to establish a healthy presence in the academic and school-based lives of their children. However, schools as mesolevel instantiations of civil society and culture often preclude Black fathers from carrying out this prosocial role. The basis for this, we argue, resides in the logic of "antiblack misandry." In this article, we demonstrate how a sample of Black fathers perceive how they - and Black men at large - are viewed as inherent outsiders within their children's school and the ways they respond to these perceptions and subsequent treatment. Analysis produced three overarching themes -- "perceptions and experiences, counterfactual experiences," and "attitudes and actions." Findings affirm a stereotyped pattern of Black fathers being seen and treated as absent, dangerous, or unimportant to their children's schooling lives.
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- 2024
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44. 'Sitting with...' Narratives of Teaching about Antiblackness in Teacher Education
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Brittany Aronson, Adrian Parker, Devin Moran, Jing Tan, Kristan Barczak, Madiha Syeda, Hannah Stohry, and Prince Johnson
- Abstract
We are a collaborative teaching team at a mid-sized, predominately white institution (PWI), who sought to explore teaching about antiblackness in teacher education. Using an antiblackness theoretical framework we asked: (1) What are our individual and collective curricular responsibilities as marginalized faculty and instructors within this present moment? (2) How have we adapted and adjusted to meet our senses of responsibility, specifically in addressing antiblackness?; and (3) What are the experiences, reflections, and challenges we face teaching about antiblackness during the COVID-19 pandemic? Using "narrative as praxis" as our methodology and holistic coding, we journaled in response to our research questions. There were three themes that we produced from the data: our bodies are curriculum, questioning and self-doubt, and the responsibility and urgency of doing this work. We conclude with a call to action for teacher education to take up teaching about antiblackness throughout the curriculum.
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- 2024
- Full Text
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45. Exposing the White Innocence Playbook of School District Leaders
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Melanie Bertrand and Carrie Sampson
- Abstract
In this article, we examine how school district leaders bolster white supremacy by deploying white innocence, a discourse in which individuals or entities project a positive image of themselves while deflecting blame for racism. We focus on a school district that was the site of strategic and sustained advocacy from Black community members and their supporters, catalyzed by an egregious racist incident in 2018 and anti-Blackness in general. Through an analysis of videos of school board meetings, we demonstrate that district leaders projected white innocence by using four discursive strategies: denying blame, concealing racism, dodging responsibility, and glorifying the district. These form what we call the white innocence playbook among those who govern and lead school districts. Ultimately, we argue, the conceptual tool of the white innocence playbook can help disrupt white supremacy in district governance, thereby advancing equity and racial justice.
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- 2024
- Full Text
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46. Exploring the Lived Experiences of Black Principals in High Poverty Public School Settings
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Letisha Fanette Laws
- Abstract
This qualitative study aims to explore the lived experiences of Black principals, focusing on the intersectionality of race and educational leadership. Through purposive sampling, the study delves into the challenges encountered by Black principals, including limited preparation provided by principal programs, racial biases undermining their authority, and bureaucratic hurdles hindering effective leadership. The study's recommendations advocate for tailored principal preparation programs, enhanced professional development opportunities, and the establishment of support networks for Black principals. These initiatives aim to combat educational inequities, promote inclusive and effective leadership, and address the underrepresentation of Black principals in high-poverty school settings. By shedding light on the challenges and opportunities faced by Black principals, this study contributes to the discourse on educational leadership, race, and equity. Ultimately, it offers actionable recommendations for school districts, policymakers, and future research endeavors to support and empower Black principals in their leadership roles, fostering a more inclusive and equitable educational landscape. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
47. A Seat at the Table: A Qualitative Study on the Experiences of Black Women in Higher Education Leadership in Illinois Community Colleges
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Danielle M. Wallington
- Abstract
This study explored the multifaceted journey of Black women ascending to senior-level leadership positions within Illinois community colleges. It aimed to uncover, understand, and provide actionable recommendations concerning the progression of these women into prominent roles, focusing on their unique identities, the impact of leadership support, and the necessary strategies and support for their advancement. Through in-depth narratives in a basic qualitative study with 12 Black women in senior administrative roles, the research garnered their paths to leadership, the barriers and biases encountered, and the means of overcoming these challenges; to understand the nuanced experiences and the complex interplay of race, gender, and leadership within the academic sphere. The research revealed critical themes, including how they navigated barriers to their leadership pursuits, expressions of resilience, and the importance of mentorship and professional development. The research found that while Black women face a representation deficit, stereotypes, and microaggressions; they exhibit resilient leadership and a reliance on holistic self-development strategies. Institutional leadership is pivotal, with systemic challenges and opportunities significantly impacting their progression. The study emphasizes the need for robust support systems, institutional backing, and advocacy to facilitate their ascent into leadership roles. Moreover, the study provides in-depth research on the intersecting challenges of race and gender in leadership, advocates for a more inclusive approach in higher education leadership and serves as a guide for institutions to foster a fair and supportive environment for Black female leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
48. Exploring the Career Challenges That Academics of Color Experienced
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Jones Octavious Mallay
- Abstract
The primary purpose of this qualitative phenomenological study was to explore the lived experiences of academics of color (AOCs) in New England's predominantly White institutions (NE PWI). For the purpose of clarity, the abbreviation AOCs refers to faculty from one of the four ethnic minority groups: Asian American, Latino, Haitians American, American Indian, and Black/African American (Nettles, 1990). The problem addressed by this study was that it is unknown how AOCs experienced their academic career progression in PWIs. Studies have revealed that enormous career challenges may continue to hinder AOCs career progression in PWIs (Settles & Dotson, 2020, 2021). The literature review revealed that AOCs have been faced with barriers and challenges, including underrepresentation, lack of positive mentoring, improper coaching, lack of professional academic training, and salary disparities (Aguirre, 2020; Bertrand et al., 2020; Brissett, 2020; Chung et al., 2018; Davis et al., 2021; Hsieh & Nguyen, 2020; Johnson et al., 2018; Kim et al., 2021; Settles et al., 2019; Settles & Dotson, 2020, 2021; Stordahl & Han, 2018; Trejo, 2020; Turner et al., 2008). This study's conceptual and theoretical foundation aligned with Aguirre and Martinez's (2002) conceptual framework of administrative diversity and the social cognitive career theory (SCCT) facilitated the understanding of the lived experiences of AOC at NE PWI. The study was guided by three research questions: RQ1: What lived experiences did AOCs identify that impacted their experience at a PWI? RQ2: What lived experiences did AOCs identify that created a positive professional culture/community for them at a PWI? RQ3: What lived experiences did AOCs encounter that aided them in their career progression at a PWI? Data for the study was collected via face-to-face interviews with the approval of 16 AOC faculty. The study findings revealed that upper administration did not understand racism until the death of George Floyd (May 25, 2020) and Breonna Taylor (March 13, 2020), which aroused widespread consciousness across America. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
49. The Stories We Tell Our Young Children: Using Picture Books to Explore Race and Black-Jewish Relations
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Meir Muller and Eliza Braden
- Abstract
Early childhood Jewish education provides an opportune moment to teach about race and Black-Jewish relations as young children grapple with concepts like justice. This article argues that picture books containing interactions between Black and Jewish characters or a Black Jewish character are a powerful pedagogical tool for this purpose. We created the first inventory of picture books that contain these characters, finding 188 of them which we believe can be invaluable in introducing the vital topic of race and racism to young children in early childhood Jewish classrooms through the historically important lenses of Black-Jewish relations and Black Jewish individuals.
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- 2024
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50. Social Anxiety Disorder in Black American Adolescents: Cultural Considerations in Conceptualization, Assessment and Treatment
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Samantha Coyle-Eastwick, Melissa Escobar, Jessica Wimmer, Michael Lindsey, Jarius Thompson, and Carrie Masia Warner
- Abstract
Social anxiety disorder (SAD) is characterized by significant distress and avoidance surrounding social and performance situations with marked interpersonal and academic impairment. This review paper highlights cultural considerations relevant to the conceptualization, identification and treatment of SAD in Black youth. Research evaluating the utility of evidence-based measures to assess SAD suggest they are culturally relevant; however, gaps in knowledge regarding psychometric properties of even the most widely used instruments are evident. In regards to intervention, Cognitive Behavioral Therapy (CBT) approaches hold promise, yet there is a lack of research on the use of CBT with Black adolescents. Recommendations to incorporate cultural factors into CBT are provided and future work investigating culturally adapted interventions are needed. Finally, given significant disparities in access and utilization of mental health services with Black youth, strategies to increase treatment engagement, such as school-based services, are important to consider.
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- 2024
- Full Text
- View/download PDF
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