scholarly journals Teaching Social Justice and Engaging Gen Z Students in Digital Classrooms During COVID-19 

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Wei Sun ◽  
Aisha Powell ◽  
Kapriatta Jenkins ◽  
Britney Gulledge
Keyword(s):  
Social Justice ◽  
Black College ◽  
Innovative Teaching ◽  
Historically Black College ◽  
College Age ◽  
Classroom Activities ◽  
Virtual Instruction ◽  
Generation Z ◽  
Global Pandemic ◽  
Justice Movements

The outbreak of COVID-19 in 2020 disrupted the lives of people on all fronts, but especially the traditional education system. Now dependent on online learning during a global pandemic, political unrest, and a contentious presidential election, many school educators were forced to transition to virtual instruction amid the ongoing health crises posed by COVID-19 and the ever-present issue of racism. We gathered and analyzed the teaching experiences of instructors at an historically Black college or university as they addressed social justice issues during the COVID-19 pandemic. The majority of college-age students today are from Generation Z (Gen Z), the “digital native” generation. They are living in a time in which recent social justice movements have called them to the frontlines. To teach Gen-Z students, faculty should create courses that fit their needs and consider innovative teaching strategies to engage them in classrooms. We discuss three classroom activities that showcase instructors’ pedagogical efforts during such unprecedented times.

A First-Time Leader in the Time of COVID-19

2021 ◽  
pp. 409-422
Author(s):  
Joshua Mims
Keyword(s):  
Historically Black ◽  
White Male ◽  
Academic Program ◽  
Black College ◽  
First Year ◽  
Historically Black College ◽  
Global Pandemic ◽  
The World ◽  
First Time

In this case study, a faculty member at a Historically Black College/University (HBCU) shares their story of working as a white male in an all-Black college from first hire, to leaving, to returning in order to lead their former academic program. During their first year of leadership the author faced personal tragedy, professional promotion, strained relationships with colleagues, and finally, a global pandemic that changed the world. For those interested in the experiences of a first-time leader, this is a unique case study.

HIV: facts, fiction, and the impact on behavior of students at an Historically Black College/University

2012 ◽  
Vol 50 (2) ◽  
pp. 61-67 ◽  
Author(s):  
Cynthia Williams Brown ◽  
Jamilla T. Shepperson ◽  
Himanshu Gopalan ◽  
Salimah El-Amin
Keyword(s):  
Historically Black ◽  
Black College ◽  
Historically Black College ◽  
The Impact

A Conceptualization Framework of Allyship: Bidirectional Allyship Between Black Heterosexual Women and White Gay Males

2021 ◽  
pp. 153270862110353
Author(s):  
Peter Scaramuzzo ◽  
Michael Bartone ◽  
Jemimah L. Young
Keyword(s):  
Social Justice ◽  
Black Women ◽  
White Men ◽  
Gay Males ◽  
Social Justice Movements ◽  
Discursive Analysis ◽  
Socially Constructed ◽  
Heterosexual Women ◽  
Complex Dimensions ◽  
Justice Movements

Allyship is a complicated idea laden with multiple, layered assumptions. One should not presume that allyship conceptually permeates all social justice movements. One should not presume that allyships develop to combat or dismantle a predefined socially constructed ism. A critical interrogation of allyship and allyship constructions necessitates recognition of broader, universal tenets of allyships anywhere. This must go further to embrace the nuanced, situated, dynamic, critically problematic, and complex dimensions rooted in individual lived experiences intersecting multiple marginalizations which contribute as praxis toward an actualizing of individual allyships. Although we will blur constructed distinctions as we progress, here, we endeavor to surface and deliberate upon the derivations and functions and shapes of allyships between two demographic categories, made arbitrarily distinct here for the purposes of engaging in discursive analysis: cisgender heterosexual Black women and cisgender gay White men. In short, we are proposing a way to view this allyship as bidirectional allyships, grounded in social justice frames of existing: a way to see each respective group as traveling within their own lane down a collectively traveled highway. Each traverses the space along their own course, traveling down “their own road.”

scholarly journals HIV/AIDS Knowledge of Undergraduate Students at a Historically Black College and University

Diseases ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 98 ◽  
Author(s):  
Prince Andrew ◽  
Azad Bhuiyan ◽  
Anthony Mawson ◽  
Sarah Buxbaum ◽  
Jung Sung ◽  
...  
Keyword(s):  
Hiv Infection ◽  
Historically Black ◽  
Undergraduate Students ◽  
Hiv And Aids ◽  
Black College ◽  
Cross Sectional Survey ◽  
Historically Black College ◽  
Infection Transmission ◽  
College And University ◽  
Aids Knowledge

Objective: This study among 400 undergraduate students enrolled at Jackson State University (JSU) study aimed to assess knowledge about HIV and AIDS among African-American undergraduate students attending a historically black college and university. A cross-sectional survey was conducted. Data were collected using a validated, self-administered, and standardized questionnaire on knowledge regarding risks for HIV and AIDS. Three hundred and eighty-six students (96.5%) had good knowledge about HIV and AIDS, although some participants had misconceptions about the modes of HIV infection transmission. There were no significant gender differences for HIV and AIDS knowledge among the participants (χ2 = 3.05; P = 0.08). In general we concluded that JSU undergraduate students had adequate knowledge about HIV transmission modes and AIDS, although some participants had misconceptions about the routes of HIV infection transmission. Hence, this study calls for strengthening HIV and AIDS awareness education among undergraduate students.

scholarly journals Artifacts and the Academic Motivation of African American Male Athletes

2019 ◽  
pp. 1-14
Author(s):  
Eric Bailey ◽  
Rhema Fuller
Keyword(s):  
African American ◽  
African American Male ◽  
Academic Motivation ◽  
College Athletes ◽  
The United States ◽  
Black College ◽  
Male Athletes ◽  
Historically Black College ◽  
College And University ◽  
Male College

This study sought to examine to examine the academic motivations of African American male college athletes at a historically Black college and university (HBCU). Self-determination theory (SDT) was incorporated as the theoretical framework. Data were collected via artifacts from seven African American male college athletes at a HBCU in the mid-southern region of the United States. Explanation of the artifacts by the participants revealed that they were motivated by their family, their faith, and their resiliency. Findings, and their implications for research and practice, are discussed and presented.

scholarly journals Social Justice Across The English Curriculum In Indonesian Secondary Schools

2020 ◽  
Vol 2 (1) ◽  
pp. 28-35
Author(s):  
Sugiono Sugiono
Keyword(s):  
Social Justice ◽  
Secondary Schools ◽  
Curriculum Development ◽  
Relevant Literature ◽  
Knowledge And Skills ◽  
English Curriculum ◽  
Classroom Activities ◽  
School Based ◽  
Curriculum Framework ◽  
Teachers And Students

Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just.  This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature.  The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.

scholarly journals The Paradox of Risk: Historically Black College/University Students and Sexual Health

2013 ◽  
Vol 61 (5) ◽  
pp. 254-262 ◽  
Author(s):  
Sinead N. Younge ◽  
Maya A. Corneille ◽  
Miriam Lyde ◽  
Jessica Cannady
Keyword(s):  
Sexual Health ◽  
University Students ◽  
Historically Black ◽  
Black College ◽  
Historically Black College
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