Bibliography: “Black Lives” (page 2 of 5)

This bibliography is selected and organized by the Black Lives & Me website.  Some of the authors featured on this page include Shawn Arango Ricks, Donna J. Nicol, Valerie Gue, Patrick Bayer, Fernando Ferreira, Man Hung, Amy C. Wilkins, Alfred Tatum, Afua Cooper, and Paul Ruffins.

Bibliography: "black lives" (page 2 of 5)

Kohli, Rita; Pizarro, Marcos; Nevðrez, Arturo (2017). The "New Racism" of K-12 Schools: Centering Critical Research on Racism, Review of Research in Education. While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K-12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K-12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K-12 school context that examine racism. As we categorized the literature, we built on a theory of the "new racism"–a more covert and hidden racism than that of the past–and grouped the articles into two main sections: (1) research that brings to light racism's permanence and significance in the lives of students of Color through manifestations of what we conceptualize as (a) evaded racism, (b) "antiracist" racism, and (c) everyday racism and (2) research focused on confronting racism through racial literacy and the resistance of communities of Color. In our conclusion, we articulate suggestions for future directions in education research that include a more direct acknowledgement of racism as we attend to the experiences and needs of K-12 students of Color. [More] Descriptors: Racial Discrimination, Racial Bias, Educational Research, Elementary Secondary Education

Ricks, Shawn Arango (2014). Falling through the Cracks: Black Girls and Education, Interdisciplinary Journal of Teaching and Learning. The needs of Black girls are often overlooked by teachers, administrators, and policy makers. This oversight has contributed to a lack of educational programming and policies that address the impact of the intersection of racism and sexism on the educational experiences of Black girls, with some attention to the achievement gap. Policies simply focusing on race or gender ignore the unique positionality in which Black girls live and learn. Compounding this discussion is the recent focus on postracialism in America. This article addresses this neglect, and suggests a framework to assist teachers and administrators in bridging this gap in educational programming and policies. [More] Descriptors: Females, African Americans, African American Students, Racial Bias

Perez, Angel B. (2016). Race and Class on Campus, New England Journal of Higher Education. Colleges and universities have a significant role to play in shaping the future of race and class relations in America. As exhibited in this year's presidential election, race and class continue to divide. Black Lives Matter movements, campus protests, and police shootings are just a few examples of the proliferation of intolerance, and higher education has a moral imperative to become the training ground for issues that students will face throughout their lives. Given the increasing diversity of higher education, there has never been a greater opportunity to address race and class. Colleges are beginning to reflect America's diversity and this presents an opportunity for cultivating understanding. For many, stepping through the doors of higher education could be the first time they are confronted with engaging difference. While it's an incredible opportunity for exchange, it's also easy for misunderstandings to lead to conflict. Angel Perez believes that the first thing higher education must do is help students understand that life in college is challenging and being uncomfortable actually helps them grow. In fact, former Williams College Professor Robert Gaudino, a political scientist and experiential educationalist, dedicated most of his career to helping students engage in "uncomfortable learning." He believed that putting students in uncomfortable situations and forcing them to confront their own beliefs, values, and "habits of mind" was the key to their growth and success. Perez also makes the case that faculty and administration both play important roles in setting the stage for dialogue–suggesting that the admissions and financial aid process can socially engineer a more diversity-friendly campus. Faculty also plays a pivotal role in campus conversations by seeing race and class as an opportunity for pedagogical engagement. As the demographics of the U.S. change, those who walk through the doors of higher education also change. Higher education has a moral imperative to socially construct the platform for students to learn how to engage difference. [More] Descriptors: Colleges, Universities, Race, Racial Relations

Shieh, Eric (2016). After Eric Garner: Invoking the Black Radical Tradition in Practice and in Theory #BlackLivesMatter, Action, Criticism, and Theory for Music Education. In this article, I document a series of pedagogical responses in my high school instrumental music classroom following the events of Eric Garner's murder in New York City. Foregrounding traditions of black radical politics and aesthetics originating with the Black Power Movement in the 1960s, I explore their implications for classroom practice in a larger movement against the systemic killings of Black Americans in the United States. In this work, ideas of politicized listening, multimodality, response, and collectivity emerge, alongside a process of "fumbling" through issues of essentialism and authority, race and aesthetics. [More] Descriptors: High School Students, Grade 10, African Americans, Activism

Cooper, Afua (2017). "Deluded and Ruined": Diana Bastian–Enslaved African Canadian Teenager and White Male Privilege, Brock Education: A Journal of Educational Research and Practice. This essay explores the vulnerability of enslaved African Canadian Black women by examining the death of Diana Bastian, an enslaved Black teenager who in 1792 was raped by George More, a member of the Governing Council of Cape Breton, Nova Scotia. Though Bastian begged for assistance during the resultant pregnancy, More denied her such aid and cast her aside. Bastian further appealed to More's brother, a local magistrate, who also denied Bastian any help, and Bastian died giving birth to the twins More sired. Bastian's owner, Abraham Cuyler, appeared to have been absent from the province at the time of Bastian's rape, pregnancy, and labour. Bastian's brief and tragic history is told in her death certificate recorded at the St. George's Anglican Church, Sydney. This very succinct document brings to light the story of racial and sexual abuse on the Canadian frontier, and helps us to understand the marginal status of Black women's lives in colonial Canada. I suggest in this essay that when we place enslaved Black women at the centre of Canada's historical and colonial past, we come to a new understanding of the power and privilege White men possessed, and the catastrophic impact it had on Black women's bodies. [More] Descriptors: Foreign Countries, Slavery, Death, Females

Tatum, Alfred; Gue, Valerie (2012). The Sociocultural Benefits of Writing for African American Adolescent Males, Reading & Writing Quarterly. Historically speaking, reading and writing among African Americans were collaborative acts involving a wide range of texts that held social, economic, political, or spiritual significance. One of the constants of literacy collaboratives was being regularly and purposefully engaged with print within a meaningful social context. During the summer of 2009 we reconstructed a communal approach to engage 12 adolescent males (ages 12-17) with reading and writing texts as we examined the sociocultural benefits of writing for these young males during a 5-week qualitative case study framed by a theory of Black literate lives and communities of practice. We offer that there may be a need to (re)theorize writing for African American adolescent males, particularly those who are underperforming in schools and who are experiencing incidents that produce vulnerability at a disproportionate rate. [More] Descriptors: Communities of Practice, African Americans, Social Environment, Males

Smith, William A.; Hung, Man; Franklin, Jeremy D. (2011). Racial Battle Fatigue and the "Mis"Education of Black Men: Racial Microaggressions, Societal Problems, and Environmental Stress, Journal of Negro Education. Black men's lives are racialized contradictions, They are told that contemporary educational and professional institutions–particularly historically White institutions (HWls)–are places where, through hard work, they can achieve the so-called American dream. However, for far too many Black men, HWIs represent racial climates that are replete with gendered racism, blocked opportunities, and mundane, extreme, environmental stress (MEES). This study examined the experiences of 661 Black men. A structural equation modeling approach was used to analyze the data. Findings indicate that as educational attainment increases toward college completion, both racial microaggressions and societal problems contribute to more than one third of the cause of MEES. Results suggest predominantly White environments are prime contexts for producing racial battle fatigue among Black men. [More] Descriptors: Fatigue (Biology), Structural Equation Models, Educational Attainment, Democratic Values

Ruffins, Paul (2011). The Write Stuff, Diverse: Issues in Higher Education. Black journalism professors live and breathe writing and research, yet there is very little information about their experiences. Virtually everyone interviewed for this article thinks that Black journalism professors are confronting more challenges than almost any other group of educators. They have to deal with many students who have very poor skills in the traditional journalistic requirements of writing, editing, and speaking standard English while also doing it clearly and correctly under deadline pressures. At the same time, they have to also teach the new skills required by an industry where traditional outlets such as newspapers and TV networks are losing audience share to an ever-growing array of technologically savvy online media outlets. In this article, Black journalism professors reflect on their teaching experiences, and offer solutions for the future of the profession. [More] Descriptors: Journalism, Teaching Experience, Journalism Education, African American Teachers

Bayer, Patrick; Ferreira, Fernando; McMillan, Robert (2007). A Unified Framework for Measuring Preferences for Schools and Neighborhoods. NBER Working Paper No. 13236, National Bureau of Economic Research. This paper develops a comprehensive framework for estimating household preferences for school and neighborhood attributes in the presence of sorting. It embeds a boundary discontinuity design in a heterogeneous model of residential choice to address the endogeneity of school and neighborhood attributes. The model is estimated using restricted-access Census data from a large metropolitan area, yielding a number of new results. First, households are willing to pay less than one percent more in house prices–substantially lower than previous estimates–when the average performance of the local school increases by five percent. Second, much of the apparent willingness to pay for more educated and wealthier neighbors is explained by the correlation of these sociodemographic measures with unobserved neighborhood quality. Third, neighborhood race is not capitalized directly into housing prices; instead, the negative correlation of neighborhood race and housing prices is due entirely to the fact that blacks live in unobservably lower quality neighborhoods. Finally, there is considerable heterogeneity in preferences for schools and neighbors: in particular, we find that households prefer to self-segregate on the basis of both race and education. [More] Descriptors: Neighborhoods, Family (Sociological Unit), Housing, Metropolitan Areas

Wilkins, Amy C. (2012). Becoming Black Women: Intimate Stories and Intersectional Identities, Social Psychology Quarterly. In this article, I argue that intimate stories are an important resource for the achievement of intersectional identities. Drawing on in-depth interviews with black college students at two predominantly white universities, I examine the stories black college women tell about interracial relationships between black men and white women. I argue that interracial stories serve an array of social purposes that go well beyond black women's intimate lives themselves. Interracial stories draw on public beliefs about gender, sexuality, and race to create a collective identity, imbue it with meaning, and socialize black women into common dispositions and practices. The transition to college makes race newly salient to black women; black women must coordinate raced gender identities with other black women across differences in backgrounds and dispositions. By learning and adopting interracial stories, black college women create alliances with other black women, draw boundaries against black men and white women, and craft black womanhood as strong and outspoken. Women's identity work is constrained, however, by the contradictions within and among gender, race, and class meanings, which make it difficult for them to enact identities that are at once strong and respectable, pushing black women to tie interracial stories to sexual restraint. I conclude by examining the implications of interracial stories for understanding black women's identities and the processes of intersectionality more broadly. [More] Descriptors: Females, Black Colleges, Sexuality, Whites

Nicol, Donna J. (2012). Teaching Analysis and Agency Using Racist and Sexist Imagery: Implications for Cultural Studies in the College Classroom, Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching. Black Women in America is an upper-division elective course for students majoring in African American or women's studies at California State University Fullerton (CSUF). The author has taught this course at CSUF at least once a year since 2002 and have changed the course readings, lectures, and assignments on a regular basis. In April 2007, however, when American radio personality Don Imus created a national controversy by referring to the Rutgers women's basketball team, whose players were predominantly Black, as a group of "nappy-headed hos," the author was provoked to completely overhaul her approach to teaching this course. It was clear that her students did not fully understand the complicated cultural issues raised by Imus's comments. This article describes how the author incorporated visual images of Black women in media and culture to help her students challenge narrow, false, and distorted depictions of Black women's daily lives. It further explains her intellectual rationale for the particular course goals, objectives, and pedagogical tools she took up using a three-pronged approach to cultural studies analysis. Finally, this article showcases some of her students' work, which demonstrates how students can use their analytical skills to promote Black women's agency. [More] Descriptors: African Americans, Females, Elective Courses, Black Studies

Brown, Anthony L. (2011). "Same Old Stories": The Black Male in Social Science and Educational Literature, 1930s to the Present, Teachers College Record. Background/Context: Over the last three decades, considerable attention has been given to the social and educational conditions of Black males. Such observations have led to the accusation that Black males are "in crisis." Although such pronouncements call national attention to the needs of Black males, these discourses have helped to normalize and fasten in place an unchanging and reworked narrative for discussing or addressing the conditions of Black males. The intent of this article is to show how, for numerous decades, both the findings and theories used to make sense of Black males within the social science and education literature have helped to produce a common-sense narrative about all Black males. Purpose/Objective/Research Question/Focus of Study: The purpose of this article is to trouble historical and contemporary beliefs about Black males and to help prompt new theories, research, and interventions that account for the complex needs of Black males' lives. This article historically documents the social science and educational literature about Black males from the 1930s to the present. Two interrelated questions guided this analysis: (1) What are the common and recycled discourses employed within and across historical periods to make sense of the social and educational conditions of Black males? (2) To what extent and in what ways have these discourses closed off the kinds of questions one can ask in the present to address the social and educational conditions of Black males? This article concludes with a discussion of how researchers and educators can begin to ask new questions about Black males that explore the complexities of Black males' lives, while also challenging the same old stories that pervade educational discourse. Research Design: Historicizing of knowledge was the method used in this project. Historicizing of knowledge as a method of analysis examines how trajectories of the past help to shape how "ideas and events of the present are constructed," in the words of Thomas Popkewitz. Employing this historical approach, this study focused on the visibility and presentation of theories and explanations about Black males, both adults and youth, in social science and educational literature over subsequent decades–(a) 1930s-1940s, (b) 1950s-1960s, (c) 1970s-1980s and (d) 1990s to the present–to assess their durability and how they were changed (i.e., nuanced), if at all, over time. Findings/Results: The findings from this analysis illustrate that the populational reasoning of Black males has been framed around four recursive conceptual narratives–absent and wandering, impotent and powerless, soulful and adaptive, and endangered and in crisis–from the 1930s to the present. Conclusions/Recommendations: What these findings illustrate is the necessity for educational theorists and practitioners to ask new questions beyond the populational reasoning that has consumed educational discourse about Black males. The first step is for researchers and practitioners to take notice of whether typical explanations or narratives of deficit and difference guide their questions about Black male achievement, and for researchers and educators to carefully examine the diversity of Black male experiences beyond the dominant tropes of pathology and difference that have persisted within educational discourse. [More] Descriptors: Social Sciences, Males, African Americans, Educational Environment

Allen, Fayetta A. (1974). Blacks in Appalachia, Black Scholar. More than 1.3 million blacks live in Appalachian region reaching from Mississippi to New York State. Their existence and plight are ignored; they are colonized, exploited, and have few or no outlets for redress. Descriptors: Black Community, Family Life, Poverty, Poverty Areas

Lynn, Marvin (2006). Dancing between Two Worlds: A Portrait of the Life of a Black Male Teacher in South Central LA, International Journal of Qualitative Studies in Education (QSE). This article offers a portrait of a young black male teacher in an urban school in South Central Los Angeles. In the portrait, the words of the subject are intertwined with the thoughts and reactions of the researcher as a way in which to capture his life history narrative and offer his reading of the world. The article discusses the participant's reflections on growing up in South Central, Los Angeles and how it shaped his identity. In particular, the portrait discusses the participant's experiences in middle school, high school and college. The article concludes with some reflections about how Critical Race Theory–as a discourse on race and racism in the law and society–helps us to better understand the lives black men lead. [More] Descriptors: Profiles, Males, African American Teachers, Racial Identification

Roach, Ronald (1999). Saving Black Lives, Black Issues in Higher Education. In the wake of a new Institute of Medicine report that shows a disproportionately low federal investment in cancer research among minorities, some researchers are demanding a change. The National Cancer Institute, the nation's largest funder of cancer research, is taking note of the report's recommendations, and has agreed to adjust some practices. Descriptors: Blacks, Cancer, Disease Control, Federal Aid

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