Shifting Contexts and Shifting Identities: Campus Race-Related Experiences, Racial Identity, and Academic Motivation Among Black Students During the Transition to College

2017 ◽  
Vol 10 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Tabbye M. Chavous ◽  
Bridget L. Richardson ◽  
Felecia R. Webb ◽  
Gloryvee Fonseca-Bolorin ◽  
Seanna Leath
Keyword(s):  
Racial Identity ◽  
Black Students ◽  
Academic Motivation ◽  
Transition To College ◽  
Shifting Identities

Critical consciousness

2017 ◽  
Vol 98 (5) ◽  
pp. 18-23 ◽  
Author(s):  
Aaliyah El-Amin ◽  
Scott Seider ◽  
Daren Graves ◽  
Jalene Tamerat ◽  
Shelby Clark ◽  
...  
Keyword(s):  
Student Achievement ◽  
Black Students ◽  
Urban Schools ◽  
Academic Motivation ◽  
Critical Consciousness ◽  
Promising Practices ◽  
Marginalized Students ◽  
Consciousness Development ◽  
Motivation And Achievement

Research has suggested that critical consciousness — the ability to recognize and analyze systems of inequality and the commitment to take action against these systems — can be a gateway to academic motivation and achievement for marginalized students. To explore this approach, the authors studied six urban schools that include critical consciousness development in their mission. Three strategies emerged as promising practices that schools can use to develop black students’ critical consciousness and harness the connection between critical consciousness and student achievement. They include teaching students the language of inequality, creating space to interrogate racism, and teaching students how to take action.

scholarly journals Confronting Shifting Identities: Reflections on Subjectivity in Transnational Research

2020 ◽  
Author(s):  
Jiyoung Kang
Keyword(s):  
United States ◽  
Racial Identity ◽  
International Student ◽  
The United States ◽  
Research Process ◽  
Korean Adolescents ◽  
South Korean ◽  
Multicultural Issues ◽  
Shifting Identities ◽  
Racial Ethnic

As researchers’ identities impact the research process, researchers need to take a reflexive stance toward their positionality in the research. The issue of positionality is especially important for research focusing on multicultural issues, which necessarily involves dynamic power relations among different racial/ethnic groups. Drawing from reflections on my research focusing on South Korean adolescents’ understandings of migrants, this paper illustrates when and how I confronted my positionality. My positionality as a racial/ethnic minority in the United States affected the process of selecting the research topic and the theoretical framework as well as analyzing interview data while my positionality as an ethnic Korean was salient when making interview questions, interviewing ethnic Korean adolescents, and reporting the findings. There was also a moment in which my identity as an international student from the United States outweighed my ethnic/racial identity during interviews. By sharing my experiences in conducting transnational research in my home country, this paper attempts to contribute to underrepresented discourse on the use of reflexivity in non-Western societies, especially when neither the researcher nor the researched is White.

scholarly journals Racial Identity-Rooted Academic Motivation of First-Year African American Students Majoring in STEM at an HBCU

2021 ◽  
Vol 12 ◽  
Author(s):  
Kimberley Edelin Freeman ◽  
Cynthia Eileen Winston-Proctor ◽  
Felicia Gangloff-Bailey ◽  
Jason M. Jones
Keyword(s):  
African American ◽  
Racial Identity ◽  
Identity Development ◽  
Undergraduate Students ◽  
African American Students ◽  
Academic Motivation ◽  
Black College ◽  
Future Research ◽  
First Year ◽  
American Students

The purpose the present study is to explore African American undergraduate students' perceptions of their experiences and academic motivation within a Historically Black College or University (HBCU) learning environment. As part of a larger study, we collected 212 open-ended survey responses from first year students in STEM majors about how the HBCU context shapes their academic motivation. We used semantic thematic data analysis and found three major themes and corresponding sub themes that were salient in the development of students' academic motivation: place (institutional climate, HBCU mission and tradition, and absence of marginalization); pedagogy (culturally relevant pedagogy, positive faculty-student relationships, African American curriculum and instruction, racial socialization); and people (people “like me”; student, faculty and alumni models of high achieving African Americans). We discovered that HBCU institutional factors engendered academic motivation that is rooted in students' racial identity and suggest the construct of racial identity-rooted academic motivation. Given the important and unique realities of African American students that impact their educational experiences, engagement, identity development, and achievement in various types of school contexts, self and sociocultural variables must be included in research and theory on the motivational psychology of African American students. Implications for higher education practice and future research are discussed.

scholarly journals Choosing to see the racial stress that afflicts our Black students

2019 ◽  
Vol 101 (3) ◽  
pp. 20-25
Author(s):  
Riana Elyse Anderson ◽  
Farzana T. Saleem ◽  
James P. Huguley
Keyword(s):  
Racial Identity ◽  
Teacher Training ◽  
Black Students ◽  
Academic Outcomes ◽  
Classroom Practices ◽  
Racial Climate ◽  
Race And Racism ◽  
Racial Experiences ◽  
Racial Stress ◽  
And Coping

Racial stress and trauma negatively impact the psychological and academic outcomes of Black youth. Riana Elyse Anderson, Farzana Saleem, and James Huguley encourage parents and teachers to explore racial experiences and resulting stress and trauma through racial socialization, or competent conversations and behaviors regarding race and racism, to reduce problematic outcomes. They highlight opportunities for schools, teachers, and families to: 1) create a racial climate at school that affirms discussions about race, racial identity, racism, and coping options; 2) increase teacher training to foster competent classroom practices; and 3) foster safe and supported opportunities for growth for all, including teachers, parents, and students.

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