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.

scholarly journals Teacher training does a epistemological question?

Perspectiva ◽  
2017 ◽  
Vol 35 (1) ◽  
pp. 33-48
Author(s):  
Diana Estela Pipkin
Keyword(s):  
Social Sciences ◽  
Teacher Training ◽  
Secondary School ◽  
Classroom Practices ◽  
Buenos Aires ◽  
Epistemological Question ◽  
Teaching Careers ◽  
The University

What does the learning of social sciences to the trajectories of young citizens? What to teach social sciences in secondary school? Why curricular changes in Argentina did not change classroom practices? We believe that the answers to these questions involve, though not exclusively, in the field of teacher training. Precisely, this paper aims to reflect on the characteristics of the training of teachers of History and Sociology at the University of Buenos Aires, taking account both the disciplinary aspects of the pedagogical-comment- from our students and our experience as teachers of these teaching careers. We are concerned to analyze, in particular, the presence / absence of epistemological contained in the careers of these faculties and their implications when thinking teaching.

scholarly journals Outcomes for Black Students in Team-Based Learning Courses

2018 ◽  
Vol 50 (1) ◽  
pp. 66-86 ◽  
Author(s):  
Caroline Macke ◽  
James Canfield ◽  
Karen Tapp ◽  
Vanessa Hunn
Keyword(s):  
Academic Success ◽  
Black Students ◽  
Postsecondary Education ◽  
Academic Outcomes ◽  
Social Work Students ◽  
Grade Point ◽  
Course Grades ◽  
White Institutions ◽  
Team Based Learning ◽  
The Impact

Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.

scholarly journals Navigating “Mixedness”: The Information Behaviours and Experiences of Biracial Youth in Australia

2018 ◽  
Vol 10 (2) ◽  
pp. 67-86 ◽  
Author(s):  
Indra Ayu Susan Mckie
Keyword(s):  
Racial Identity ◽  
Social Life ◽  
External Validation ◽  
Racial Climate ◽  
Racial Groups ◽  
Information Avoidance ◽  
Daily Experiences ◽  
Continuous State ◽  
Physical Features ◽  
Depth Interviews

It is generally understood that, ‘for those deemed white, the idea of race serves as a vast source of unearned privilege within all facets of life; for those deemed coloured, it means susceptibility to countless forms of prejudice and racism’ (Nuttgens 2010, p. 255). But what does this mean for a person with indistinguishable physical features, who is questioned daily, “where are you from?” or, even more dehumanisingly – “what are you? In the current racial climate of Australia, biracial second-generation Australians are left to choose between two or more identities on how to behave in attempts to fit binary racial groups and expectations (Shih & Sanchez 2009). This paper presents the data from six in-depth interviews with Asian biracial youth from across Sydney. The interviews explore how this group has confronted race while developing their own identities during adolescence, as well as how their understanding of being “mixed” has developed over time. In exploring this collective racial identity, I draw from my own racialised experiences to address emergent themes from my findings. Numerous displays of information behaviours emerged from the participant’s stories of isolation, belonging and resentment towards their racial mixedness. Information avoidance, browsing, seeking and satisficing were observed within their daily experiences of school, family and social life. Such practices informed how these individuals internalised their inherited intersection of racial persecution and privilege. Critical engagement with information behaviours theories justifies the modern notions of identity as a continuous state of reconstruction (Hall 1996) as the biracial participants of this study struggle to find balance with the external validation of others and their driving agency to be themselves.

scholarly journals "Yes, the Evil Queen is Latina!": Racial dynamics of online femslash fandoms

2017 ◽  
Vol 24 ◽  
Author(s):  
Rukmini Pande ◽  
Swati Moitra
Keyword(s):  
Racial Identity ◽  
Blind Spot ◽  
Race And Racism ◽  
Multiple Loci ◽  
Online Spaces ◽  
Cultural Texts ◽  
Queer Spaces ◽  
Relationship Of ◽  
The Relationship ◽  
Communicative Space

Online media or participatory fandom has long been theorized as a unique creative and communicative space for women. Further, scholarly work has highlighted the possibility of it functioning as a space that is conducive to the articulation of queerness—both through transformative work and participant identity. However, this theorization has failed to account for the differential operations of these spaces when they are forced to deal with issues of race and racism. This essay argues that this is a significant blind spot as fannish spaces cannot but negotiate with the multiple loci of privilege and intersectional concerns that underpin their functioning. It therefore proposes a significant intervention in the study of the same, drawing our attention to the historically queer and oft-sidelined fannish spaces of femslash fandoms. This analysis seeks to locate the ways in which such queer spaces grapple with critiques of misogyny and homophobia in popular cultural texts and online spaces, as well as the problematics of race and racial identity within such spaces, focusing on the queer fan community built around the relationship of Regina Mills and Emma Swan, eponymously known as Swan Queen, in the television show Once Upon a Time (2011–).

“They Told Me What I Was Before I Could Tell Them What I Was”: Black Girls’ Ethnic-Racial Identity Development Within Multiple Worlds

2020 ◽  
Vol 35 (6) ◽  
pp. 754-779 ◽  
Author(s):  
Lauren C. Mims ◽  
Joanna L. Williams
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Development Process ◽  
Black Girls ◽  
Social Identities ◽  
Racial Identity Development ◽  
Race And Racism ◽  
Racial Categorization ◽  
Multiple Worlds ◽  
The Impact

Current research on ethnic-racial identity (ERI) development among Black youth derives primarily from studies that focus on the impact of parental racial socialization from a racial/monoidentity perspective without accounting for the roles of youth’s other worlds (i.e., schools, classrooms, and peers) and the intersection of their social identities in their identity development experiences. In using Phelan, Davidson, and Cao’s Multiple Worlds model as a framework as well as Black girls’ own words, we explore the beliefs and attitudes Black girls hold about race and their own racial categorization, as well as the processes that contribute to their learning about race (and racism) during early adolescence. We find that the Black girls in the present study are making meaning of their ERI, in part, in response to stereotypical and biased messages about their identities within their multiple worlds (i.e., schools, classrooms, families, and peers). The findings support the need for an expanded view of the messages and experiences that influence the ERI development process by illustrating that schools, classrooms, peers, and families are important socializing environments that influence the ERI development process for Black girls.

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