A Person-Centered Approach to Understand Black Students' Racial-Academic Identities PDF Download
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Author: Saskia Boggs
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The content of collective identities (e.g., racial identity, academic identity) falls on multiple dimensions in multiple domains. To date, much emphasis has been placed on characterizing patterns of these dimensions for racial identity; very limited work has also explored patterns of these dimensions with academic identity. Additional research suggests that racial and academic identities may be related, and collectively important in characterizing the experience of youth of color in general, and Black/African American youth in particular. Further, some research suggests shared predictors that may matter for both identities (e.g., school academic and racial climate), as well as outcomes that both identities may influence (e.g., academic performance and attainment, psychosocial wellbeing). Thus, in the present study I characterized profiles of the multidimensional content of joint racial-academic identities among 491 socioeconomically diverse African American adolescents (Nboys = 251, Ngirls = 240). I also described how middle school-based race- and academic-related experiences informed later patterns of joint identity content, as well as how these joint identities informed both academic (i.e., GPA, persistence/attainment) and psychosocial wellbeing (i.e., self-esteem, positive future outlook) outcomes. Using a sample of socioeconomically diverse Black adolescents from the 1990s, I identified four profiles of joint racial-academic identity. Gender, along with various elements of middle school racial and academic climates, informed profile membership. Strongest predictors of profile membership included youth perceptions of their middle school teachers preference for White students and students who get good grades; meaningfulness of middle school curricular content also mattered. The largest profile by far consisted of youth who positively identified with elements of both their racial and academic identities; these youth also had the most positive academic (high school grades, academic attainment post-high school) and psychosocial outcomes (positive outlook toward the future, self-esteem). Other profiles included identity-alienated youth, youth who focused on education at the expense of their racial identities, and youth who were academically disengaged; academic and psychosocial outcomes varied by all profiles, with jointly- and/or academically-identified youth generally displaying the most positive outcomes, and disidentified youth generally displaying weaker or more negative outcomes.
Author: Saskia Boggs
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The content of collective identities (e.g., racial identity, academic identity) falls on multiple dimensions in multiple domains. To date, much emphasis has been placed on characterizing patterns of these dimensions for racial identity; very limited work has also explored patterns of these dimensions with academic identity. Additional research suggests that racial and academic identities may be related, and collectively important in characterizing the experience of youth of color in general, and Black/African American youth in particular. Further, some research suggests shared predictors that may matter for both identities (e.g., school academic and racial climate), as well as outcomes that both identities may influence (e.g., academic performance and attainment, psychosocial wellbeing). Thus, in the present study I characterized profiles of the multidimensional content of joint racial-academic identities among 491 socioeconomically diverse African American adolescents (Nboys = 251, Ngirls = 240). I also described how middle school-based race- and academic-related experiences informed later patterns of joint identity content, as well as how these joint identities informed both academic (i.e., GPA, persistence/attainment) and psychosocial wellbeing (i.e., self-esteem, positive future outlook) outcomes. Using a sample of socioeconomically diverse Black adolescents from the 1990s, I identified four profiles of joint racial-academic identity. Gender, along with various elements of middle school racial and academic climates, informed profile membership. Strongest predictors of profile membership included youth perceptions of their middle school teachers preference for White students and students who get good grades; meaningfulness of middle school curricular content also mattered. The largest profile by far consisted of youth who positively identified with elements of both their racial and academic identities; these youth also had the most positive academic (high school grades, academic attainment post-high school) and psychosocial outcomes (positive outlook toward the future, self-esteem). Other profiles included identity-alienated youth, youth who focused on education at the expense of their racial identities, and youth who were academically disengaged; academic and psychosocial outcomes varied by all profiles, with jointly- and/or academically-identified youth generally displaying the most positive outcomes, and disidentified youth generally displaying weaker or more negative outcomes.
Author: April Baker-Bell
Publisher: Routledge
ISBN: 1351376705
Category : Biography & Autobiography
Languages : en
Pages : 129
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Book Description
Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.
Author: Dorothy E. Hines
Publisher: IAP
ISBN: 1648024491
Category : Education
Languages : en
Pages : 321
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Book Description
Racism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and challenging educational (in)opportunities for Black students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families on how they navigate and push against inequitable schooling, ways they are reframing discourse about race, dis/ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state, or criminalization, of special education. Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. This book includes qualitative and quantitative approaches to exploring the material realities of Black students who are isolated, whether in separate or general education classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges dominant norms of schools that reinforce inequality and racial segregation in special education. At the end of each chapter the authors present practitioner-based notes and resources for readers to expand their knowledge of how Black students, their family, and guardians advocate for themselves and their own children. This book will leave educational advocates for Black children with a clearer understanding of the obstacles and successes that they encounter when striving for a just and equitable education. Furthermore, the book challenges readers to be active agents of change in their own schools and communities.
Author: Erin McNamara Horvat
Publisher: Rowman & Littlefield
ISBN: 9780742542730
Category : Education
Languages : en
Pages : 268
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Book Description
Beyond Acting White broadens the extant conversation on the Black-White achievement gap that has been dominated by the notion that Blacks underperform in school because they fear (being accused of) 'acting white.' The authors elucidate the limitations of this explanation by presenting new research that theorizes race as a social phenomenon, unmasks the heterogeneity of the Black experience, and contends with the specifics of social context in the culture and organization of schools and communities.
Author: Terrell Strayhorn
Publisher: IAP
ISBN: 1623961491
Category : Education
Languages : en
Pages : 303
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Book Description
Living at the Intersections: Social Identities and Black Collegians brings together 21 diverse authors from 14 different institutions, including our nation’s most prestigious public and private universities, to advance the use of intersectionality and intersectional approaches in studying Black students in higher education. Chapters cover a diversity of topics, ranging from spirituality to sexuality and masculinity, from Black students at HBCUs to those in STEM majors, and a host of issues related to race, class, gender, and other identities. Authors draw upon a wealth of data including national surveys, interviews, focus groups, narratives, and even historical research. A smooth blend of anthropology, historiography, psychology, sociology, and intersectional approaches from multiple disciplines, this book breaks new ground on the “who, what, when, where, and how” of intersectionality applied to social problems affecting Black collegians. The authors go beyond merely stating the importance of intersectionality in research, but they also provide countless examples, recommended strategies, and tools for doing so. This book is an important resource for higher education and student affairs professionals, scholars, and graduate students interested in intersectionality and Black collegians.
Author: Na'ilah Suad Nasir
Publisher: Stanford University Press
ISBN: 0804779147
Category : Education
Languages : en
Pages : 215
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Book Description
As students navigate learning and begin to establish a sense of self, local surroundings can have a major influence on the range of choices they make about who they are and who they want to be. This book investigates how various constructions of identity can influence educational achievement for African American students, both within and outside school. Unique in its attention to the challenges that social and educational stratification pose, as well as to the opportunities that extracurricular activities can offer for African American students' access to learning, this book brings a deeper understanding of the local and fluid aspects of academic, racial, and ethnic identities. Exploring agency, personal sense-making, and social processes, this book contributes a strong new voice to the growing conversation on the relationship between identity and achievement for African American youth.
Author: Olga M. Welch
Publisher: SUNY Press
ISBN: 9780791433423
Category : Education
Languages : en
Pages : 156
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Book Description
Author: Jas M. Sullivan
Publisher: Lexington Books
ISBN: 0739171755
Category : Social Science
Languages : en
Pages : 472
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Book Description
Jas M. Sullivan and Ashraf M. Esmail’s African American Identity: Racial and Cultural Dimensions of the Black Experience is a collection which makes use of multiple perspectives across the social sciences to address complex issues of race and identity. The contributors tackle questions about what African American racial identity means, how we may go about quantifying it, what the factors are in shaping identity development, and what effects racial identity has on psychological, political, educational, and health-related behavior. African American Identity aims to continue the conversation, rather than provide a beginning or an end. It is an in-depth study which uses quantitative, qualitative, and mixed methods to explore the relationship between racial identity and psychological well-being, effects on parents and children, physical health, and related educational behavior. From these vantage points, Sullivan and Esmail provide a unique opportunity to further our understanding, extend our knowledge, and continue the debate.
Author: Signithia Fordham
Publisher: University of Chicago Press
ISBN: 0226257142
Category : Education
Languages : en
Pages : 426
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Book Description
Acknowledgments Prologue Introduction: Stalking Culture and Meaning and Looking in a Refracted Mirror 1: Schooling and Imagining the American Dream: Success Alloyed with Failure 2: Becoming a Person: Fictive Kinship as a Theoretical Frame 3: Parenthood, Childrearing, and Female Academic Success 4: Parenthood, Childrearing, and Male Academic Success 5: Teachers and School Officials as Foreign Sages6: School Success and the Construction of "Otherness" 7: Retaining Humanness: Underachievement and the Struggle to Affirm the Black Self 8: Reclaiming and Expanding Humanness: Overcoming the Integration Ideology Afterword Policy Implications Notes Bibliography Index Copyright © Libri GmbH. All rights reserved.
Author: Robert S. Harvey
Publisher: Routledge
ISBN: 100054060X
Category : Education
Languages : en
Pages : 146
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Book Description
Teaching as Protest explores how K-12 teachers can expand the boundaries of their profession with anti-oppressive, community-building pedagogies. Now more than ever, students are looking to their schools to make meaning of our nation’s complicated and compounded traumas, namely those at the intersection of race, class, gender, and power. This book provides historical and philosophical perspectives into liberatory instructional work, while offering planning, preparation, and practice tools whose modalities recognize identity and mindsets, emphasizing schools that predominantly serve Black students. By moving beyond conventional tools and tasks such as standards, lesson-planning, and grade-team meetings and into more emancipatory, student-centered approaches, teachers can answer the call to a more just and radical demonstration of protest intended to disrupt and dismantle oppression, racism, and bias.
