scholarly journals The Emergence of Racialized Labor and Racial Battle Fatigue in the African American Student Network (AFAM)

JCSCORE ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 94-135
Author(s):  
Tabitha Grier-Reed ◽  
Alyssa Maples ◽  
Anne Williams-Wengerd ◽  
Demitri McGee
Keyword(s):  
African American ◽  
Everyday Life ◽  
Lived Experience ◽  
Black People ◽  
People Of Color ◽  
African American Student ◽  
American Student ◽  
Negative Consequences ◽  
Ongoing Process ◽  
Battle Fatigue

Although little may be new with respect to the lived experience of racialized labor for People of Color navigating whiteness and white spaces, this study is the first to identify racialized labor in everyday life. Adapting consensual qualitative research methods to a phenomenological frame, we examined 277 notes summarizing weekly discussions in the African American Student Network (AFAM) over a 13-year time period. Co-facilitated by Black faculty and graduate students, AFAM was a space for Black undergraduates to make meaning of their experiences and find community on campus. We defined racialized labor as the ongoing process of navigating hostile environments steeped in a white racial frame and identified six categories: (1) self-monitoring/self-policing; (2) flexing/making adjustments; (3) questioning; (4) affirming; (5) avoiding; and, (6) being the change or standing up for justice. Racial battle fatigue was one outcome of all the racialized labor—primarily anger, stress, frustration, hypervigilance, pressure, and exhaustion along with numbness, shock, sadness and disappointment. Both racialized labor and racial battle fatigue also occurred at the intersections of students’ lives in structural, political, and representational ways. Future studies that capture the ways in which racialized labor in everyday life is enacted by People of Color are needed. The ability to name racialized labor provides an important analytical tool for distinguishing the ongoing process of navigating racism from negative consequences such as racial battle fatigue. This line of research also has implications for creating spaces that facilitate racialized labor and wellbeing for Black people and People of Color.

People, Get Ready

2019 ◽  
pp. 172-196
Author(s):  
Lauren Parish
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Social Capital ◽  
African American ◽  
Educational Achievement ◽  
Educational Opportunities ◽  
African American Student ◽  
American Student ◽  
College And Career ◽  
It Education

Education proves to be a positive and an impactful benefit to those who choose to pursue it. Education is associated with professional stability, economic growth, and social capital. More than ever, there is a strong emphasis on educational achievement and the acquirement of a postsecondary credential. However, achievement gaps persist in the African-American student population. These students need to be adequately prepared to successfully complete a rigorous collegiate program. There are magnitudes of programs designed to assist underrepresented student populations prepare for their college careers. More than ever, considerations regarding postsecondary educational opportunities need to be thoroughly explored. The pursuit of higher education can be daunting, especially for first generational college students. It is imperative that students and families become cognizant of preparatory possibilities that are designed to empower and educate them about the myriad college and career choices.

Empowering African-American Student Voices in College

2020 ◽  
pp. 157-184
Author(s):  
Anne H. Charity Hudley ◽  
Christine Mallinson ◽  
Erin L. Berry-McCrea ◽  
Jamaal Muwwakkil
Keyword(s):  
African American ◽  
African American Student ◽  
American Student ◽  
Student Voices

scholarly journals Second Language Writing and Bidialectalism: A Case for African American Student Writers

2017 ◽  
Vol 10 (9) ◽  
pp. 140
Author(s):  
Jason DePolo
Keyword(s):  
African American ◽  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Second Language Writing ◽  
African American Student ◽  
Composition Theory ◽  
American Student ◽  
Student Writers ◽  
Language Writing

There has been much research conducted on second language writing. In addition, there exists a significant amount of studies conducted with African American student writers. However, the fields of Second Language Writing and Composition Studies rarely if ever dovetail in the research literature. The purpose of this article is to argue how English language learners and bidialectal (English as a second dialect) learners share similar learning experiences and how sociocultural theories of English language pedagogy can inform composition theory, specifically as it relates to African American student writers. The study of writer identity provides insights into both bilingual and bidialectal learners’ authorial identity constructions and their experiences in English language learning contexts. Based on these similarities, I argue the need for composition theory to integrate sociocultural theories of second language learning and identity to better address the needs of bidialectal learners.

Democratic Pluralism: Placing African-American Student-Athletes in the Context of a New Agenda for Higher Education

1991 ◽  
Vol 11 (2) ◽  
pp. 28-118
Author(s):  
Harry Edwards
Keyword(s):  
African American ◽  
Student Athletes ◽  
Ethnically Diverse ◽  
Ethnic Relations ◽  
African American Student ◽  
American Student ◽  
Race And Ethnic Relations ◽  
Role Responsibilities ◽  
American Society ◽  
Education And Society

Harry Edwards delivered the NACADA Journal symposium lecture at the 1990 NACADA National Conference. He was invited by the Journal's editors to expand the ideas he presented into an article to give the entire membership an opportunity to examine these ideas. We have also included responses from several professionals who are actively involved in exploring the issues that Edwards deals with. The editors welcome further responses to this article. The character and dynamics of developments at the interface of intergroup relations, education, and sport are shown to be deeply embedded in the historical evolution and intertwined with the contemporary complexities and contradictions of race and ethnic relations more generally in American society. The proposition is developed that African-American student-athletes' patterned negative outcomes can be reliably understood and effectively addressed only if due consideration is given social, cultural, and political forces that serious-impact but that emanate far beyond the institutional functioning of academia and sport. Established and broadly accepted African-American advancement strategies and goals are critiqued and evaluated relative to their past viability and future remedial potential as adjunctive influences upon the content, contours, and direction of African-American education. Competing educational philosophies and methods are analysed and assessed as to the appropriateness and promise of each in a postindustrial, ever more ethnically diverse America. Democratic pluralism is posed as an alternative to both established Black liberal and incipient Black neoconservative integration/assimilation dispositions and change regimens, as well as to various Black separatist and separate development strategems relative to African-American individual and collective advancement in sport, education, and society. Broad perspectives and guidelines pertaining to the role responsibilities and realms of accountability of educational administrators (particularly college presidents and chancellors), counselling supervisors and academic advisors, teachers, African-American communities and families, and African-American student-athletes are discussed against a background of longstanding and ongoing Black/White intergroup tensions and heightened athletic and academic pressures upon the student-athlete.

Power in Numbers: Student Participation in Mathematical Discussions in Heterogeneous Spaces

2013 ◽  
Vol 44 (1) ◽  
pp. 288-315 ◽  
Author(s):  
Indigo Esmonde ◽  
Jennifer M. Langer-Osuna
Keyword(s):  
African American ◽  
High School Students ◽  
Mathematics Learning ◽  
Figured Worlds ◽  
African American Student ◽  
American Student ◽  
School Students ◽  
Mathematical Practices ◽  
Mathematics Classrooms ◽  
Mathematical Discussions

In this article, mathematics classrooms are conceptualized as heterogeneous spaces in which multiple figured worlds come into contact. The study explores how a group of high school students drew upon several figured worlds as they navigated mathematical discussions. Results highlight 3 major points. First, the students drew on 2 primary figured worlds: a mathematics learning figured world and a figured world of friendship and romance. Both of these figured worlds were racialized and gendered, and were actively constructed and contested by the students. Second, these figured worlds offered resources for 1 African American student, Dawn, to position herself powerfully within classroom hierarchies. Third, these acts of positioning allowed Dawn to engage in mathematical practices such as conjecturing, clarifying ideas, and providing evidence.

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