Opinion: A Response with Evidence (original) (raw)
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JCSCORE
We write this love letter to Black students, faculty, staff, executive leadership in higher education, and the surrounding community to center their/our Blackness. We want to acknowledge your frustration and anxiety. The “Dear” sections of this letter are written in raw language, specifically to Black people – acknowledging that it is ok to be pissed, fatigued, and not wanting to engage in performative anti-racist expressions of love for Black people. We do not want you to dismiss your own racial battle fatigue you have been coping with this summer. We hope through this letter you consider centering and recentering your wellness through this pandemic and the recent performative gestures of love for Blackness in academe. We were invited by JCSCORE’s Editor-in-Chief Cristobal Salinas Jr. to write this letter from the Editorial Board Members with the goal “to center and amplify Blackness in academia”.
This qualitative study examines the experiences of African American males at a PWI (Predominantly White Institution). The focus on African American males is deliberate because, as a group, they have the highest attrition rate of any college demographic. Utilizing in-depth interview data from 12 African American males at a PWI, this project delineates the precarious station of black males who experience racism and racial microaggressions in a purportedly post-racial, colorblind society. Qualitative analysis of the data reveals the following two themes: (1) Racism and Racial Microaggressions and (2) The African American experience is not important to faculty and the university. Recommendations for how PWIs can foster the academic success of black males will be provided.
The American Educational System has an equity problem. Black and Brown students are still statistically not meeting the education standards as their non-black and brown counterparts. More and more students of color are targeted and fall between the cracks of the educational system. It has become imperative for schools, school districts, state governments, and the national government to begin to take a closer look at the American Educational system and reflect upon its inequalities. If the system is not considered equitable, what needs to be done to make it equitable? The responsibility for making a change in the national school system, is that of everyone. As W.E.B Du bois states "A System Cannot Fail those it was Never Meant to Protect." The system has failed our black and brown children and it is time to address the issue. The intent of the research is to explore the inequalities of the American Educational system and determine the need for change.
Multicultural learning and teaching, 2008
Problems facing African Americans students are complex and numerous. In this article, we describe current educational contexts (i.e., high standards, accountability, and standardized test scores). In addition, we discuss the realities confronting African American students through West's (1994) lenses of paranoia and poverty. Finally, we present how these issues can be addressed.
2012
v area, she was able to suggest other research avenues for me to consider. Dr. Terah Venzant-Chambers provided such a wealth of research knowledge for my study. Having the opportunity to take her Segregation/Desegregation class helped to provide me with an extensive literature review that guided the scope of my research and deepened my knowledge. Dr. Jack Helfeldt joined the committee during the latter part of my dissertation journey and was a great help in making sure that I covered all of the necessary bases. His expertise and knowledge helped to keep me on track and remain scholarly in my efforts. Special thanks go out to my friends and fellow colleagues in the Urban Education Department of Texas A&M University who provided scholarly feedback, listened to preliminary research questions and gave pertinent direction during those "bumps" in the road and long commutes back from College Station. I'd also like to acknowledge all of my professors during my doctoral studies who provided me with foundational knowledge and direction. Finally, special thanks go out to everyone who provided me with participant names who helped to frame the beginnings of this research. They allowed me to get the ball rolling and begin my journey of research and helped to make this moment possible. vi
2012
v area, she was able to suggest other research avenues for me to consider. Dr. Terah Venzant-Chambers provided such a wealth of research knowledge for my study. Having the opportunity to take her Segregation/Desegregation class helped to provide me with an extensive literature review that guided the scope of my research and deepened my knowledge. Dr. Jack Helfeldt joined the committee during the latter part of my dissertation journey and was a great help in making sure that I covered all of the necessary bases. His expertise and knowledge helped to keep me on track and remain scholarly in my efforts. Special thanks go out to my friends and fellow colleagues in the Urban Education Department of Texas A&M University who provided scholarly feedback, listened to preliminary research questions and gave pertinent direction during those "bumps" in the road and long commutes back from College Station. I'd also like to acknowledge all of my professors during my doctoral studies who provided me with foundational knowledge and direction. Finally, special thanks go out to everyone who provided me with participant names who helped to frame the beginnings of this research. They allowed me to get the ball rolling and begin my journey of research and helped to make this moment possible. vi