Journal of Black Studies
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2192
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Published By Sage Publications

0021-9347

2022 ◽  
pp. 002193472110675
Author(s):  
Sherrell Hicklen House

This study explored the adaptive behaviors used by African American college students attending a predominantly White university. In-depth individual interviews were conducted and used as the primary method of data collection for this study. In addition, a focus group session provided member checking opportunity to strengthen the study. The analysis revealed participants utilized multiple adaptive behaviors to combat negative racialized experiences while attending a university where they were underrepresented. These adaptive behaviors were used as resistance strategies by African American students navigating a racially charged university context.


2021 ◽  
pp. 002193472110661
Author(s):  
Yatesha D. Robinson

The purpose of this exploratory study was to investigate whether intentional exposure to affirming messages via podcast would lead to improvement in subjective wellbeing in a sample of African American women. This two-part study used a mixed-methods design to measure subjective wellbeing using the Multicultural Quality of Life Index and a series of focus groups. During Phase 1, participants rated and discussed culturally relevant affirmations that informed the development of the podcast intervention used in Phase 2. The results revealed that stressors such as microaggressions, mental distress, and competing demands justified the need for support. Participants indicated that the podcast intervention was an enriching experience that illuminated the necessity of restorative practices that heal and revitalize the spirit. The intervention led to positive behavior change; and these results demonstrated the podcast benefits, suggesting that intentional exposure to positive messages may help some African American women cope with life stressors.


2021 ◽  
pp. 002193472110675
Author(s):  
Brittany Lee Lewis ◽  
ArCasia D. James-Gallaway

This essay suggests examining “ordinary,” segregated Black schools from the past helps explain persistent issues in Black education at present. To demonstrate this point, the essay focuses on the shortcomings of philanthropy in education from the 1920s to the present day in Wilmington, Delaware. It asserts for Black education to thrive, a combination of adequate resources and Black control over those resources is necessary. Utilizing School No. 5, a school heretofore undocumented in scholarship, as one specific case, the authors show how this elementary school was initially overlooked by white philanthropy, only to be pervaded with it decades later. Centrally, the authors argue in both instances, whites’ actions, either by oversight or interference, hindered the holistic quality of Black children’s education; these persistent impediments to Black education, however, transpired alongside the valiant efforts and self-determination of Black educators and Wilmington’s Black community.


2021 ◽  
pp. 002193472110650
Author(s):  
Gregory Gondwe

Through selective exposure, this study examined the role the US news media played in encouraging or discouraging minority races from getting vaccinated. Through content analysis and focus groups, we were able to demonstrate that most media messages focused on prior beliefs in their reporting, therefore, discouraging the black and Latino minorities from getting the COVID-19 vaccinations. Further, while blacks and Latinos based their fears of the vaccines on health effects, white respondents were more concerned about government surveillance and the desire to go back to “normal” life after the quarantine. Ultimately, white respondents were more positive about vaccination arguing that they were tired of the quarantine and wanted normal life back.


2021 ◽  
pp. 002193472110605
Author(s):  
Autumn Asher BlackDeer ◽  
Sara Beeler-Stinn ◽  
David A. Patterson Silver Wolf ◽  
Jenifer Van Schuyver

Nearly one-fourth of all undergraduate degrees received by Black students are from historically Black colleges and universities (HBCUs). HBCUs have both historical significance and present-day relevance in the promotion of Black excellence in higher education, especially in the consideration of behavioral health. The purpose of this work is to examine the present state of research surrounding behavioral health within HBCUs. A scoping review was conducted of the EbscoHost database, yielding a total of 252 articles. A total of 39 articles met the inclusion criteria and were examined within this work. Six studies informed the prevalence of behavioral health issues on campus, while the remaining articles covered a broad range of research from psychological and physical wellbeing, sexual health, violence, identity, and ideology, and finally programs and policies. Gaps and future recommendations for research and practice are discussed.


2021 ◽  
pp. 002193472110572
Author(s):  
Patrick Webb ◽  
Jason Chin ◽  
Cynthia-Lee Williams ◽  
Kimya Dennis

In comparison to white students, the study of Black student attitudes toward crime reporting on college campuses is deficient, especially in historically Black colleges and universities (HBCUs). Using approximately 100 completed student questionnaires, statistical results suggest that the majority of students express a willingness to report a campus-related crime to campus police. The highest reported explanation for refusing to report a crime is based upon the prospect of being labeled in a negative manner. The highest reported explanation for reporting a crime is based upon the receipt of a financial reward and anonymity. Bivariate calculations indicate that age, gender, and residential status are significantly associated with crime reporting decisions. Policy implications, areas of further research, and limitations are provided.


2021 ◽  
pp. 002193472110574
Author(s):  
Emmie Cochran-Jackson

Black male college graduation gaps pose critical questions for parents, teachers, policymakers, and the Black community. Black males face systemic challenges that derail them from higher education. This research, drawing on a larger study, investigated Black parental expectations, strategies, and activities used to cultivate academic success and foster the development of college aspiration in high schoolaged sons. The findings revealed a central theme of parenting with intent, that Black parents: (1) reinforced the importance of school and learning in a family-school nexus; (2) fostered a strong value of attending and completing college to attain success; (3) held high expectations that “set the bar” for academic excellence; (4) instilled class consciousness to develop an awareness of the utility of college; (5) aided in the development of responsibility, agency, and self-efficacy; and (6) evidenced a commitment to their sons as their “first priority” by helping them navigate the college admissions process.


2021 ◽  
pp. 002193472110574
Author(s):  
Kiesha Warren-Gordon ◽  
Angela Jackson-Brown

Within this paper, two Black women teaching at a predominantly white institution of higher education utilize critical co-constructed autoethnography to reflect on their experiences of using a Womanist approach to co-teach two capstone courses during a global pandemic. Womanism is an epistemology focused on the experiences and concerns of Black women. Using this collaborative inquiry technique, we explore how forms of systemic racism within predominantly white institutions affects our ability to teach and grow as researcher in our specific fields. Critical co-constructed autoethnography is a methodology steeped in critical theory, critical pedagogy, and critical race theory that reflects the tempo, uncertainty, and complexity of research relationships that creates spaces for collaborating researchers to work across differences. We conclude this paper by highlighting the value of using co-constructed autoethnography as a method of articulating the voices of those who have traditionally been underrepresented in academia. This method also allows for the congruency of voices, which is a limitation within traditional autoethnography.


2021 ◽  
pp. 002193472110553
Author(s):  
Samuel Ato Bentum

The choice for a particular narrative architecture has been a major concern for the literary writer and to the African American literary writer, the use of African oral literary elements has been a resourceful option. The present study hypothesizes that August Wilson uses the dilemma tale as a narrative architecture in his The Piano Lesson play and argues that this narrative style helps Wilson to frame the dialogic surrounding what legacy is to the African American. The study reveals that tradition is problematic for the African American to conceive. The conclusion is that the dilemma tale type as a narrative style helps to understand that tradition or, legacy is a complex phenomenon for the African American to fathom.


2021 ◽  
pp. 002193472110478
Author(s):  
Joel Mokhoathi

With the public frenzy over Thabo Mbeki’s speech, “I am an African” that was delivered in 1996, South Africa has since become a subject of debate as to who is an African and what constitutes as African. This has been going on for almost two decades and a half now. Mbeki’s speech appears to have evoked solemn questions relating to the issues of identity and culture. Subsequent to that speech, the South African public began to question what it meant to be African. The central point of enquiry was: what makes one an African? Is it the color of their skin? Their citizenship? Or is one merely an African because others regard him or her as such? These and many other questions arise when one touches upon the subject of Africans. These perplexing questions, however, are not only unique to the South African context; they apply, to some extent, to the general continent of Africa. With talks and debates about African renaissance, decoloniality, and indigenization, the question of African identity and culture resurfaces. Here, the discussion hubs around the issue of African persona and what it means to be authentically African. By means of document analysis, this paper critically employs a philosophical approach in order to grapple with the subject of identity and culture. This is done through a systematic discussion of the following facets: (a) history, (b) identity, and (c) culture. These three facets are therefore critically engaged in order to establish what constitute an African and what can be characterized as an African identity.


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