Race and Racism w “Why Are All the Black Kids Sitting Together in the Cafeteria?” featuring Dr. Beverly Tatum’s book. w “Recovering from Racism: Redefining What it Means to be White.” w “50th Anniversary of Brown vs. Board of Education.” w “The Mis-Education of the Negro” featuring Dr. Carter Woodson’s book. w “Moving Past the Margins: Creating successful strategies for Black males on campus,” presenting the Black Male Development Initiative (BMDI). w “He had a Dream... What is Yours?” Addressing Dr. King’s “I Have a Dream” speech and its current relevance in our society. w “Demystifying Malcolm X.” w “Racial Stereotyping and Responses to Terrorism.” w “Racial Stereotyping – Responding to Fear.” w “Free, White and (over) 21: Being White in a Multicultural World.” w “Constructing Race and Ethnicity in the 21st Century.” w “How did I Learn about Culture and Race?” Sharing your personal experiences and memories of moments where you become aware of similarities and differences among people. w “ABC: American-Born... and Confused?” w “The Invisible Asian: Where are the Asians in Diversity?” w “100 Years of Race Talk: Is It Enough?”

Why Are All the Black Kids Sitting Together in the Cafeteria

Post-structuralist theory and the study of gendered childhoods the subjects of childhood knowledge and the subjects of reading and writing a vision of femininity? (masculine) transformations sexuality deconstructive reading writing beyond the male-female dualism.

Learning Gender@@@Shards of Glass: Children Reading and Writing beyond Gendered Identities

Cool Pose: The Dilemmas of Black Manhood in America.

Using Critical Race Theory and Critical Race Feminism as guiding conceptual frameworks, this mixed-methods empirical study examines Black girls’ exclusionary discipline outcomes. First, we examined...

https://journals.sagepub.com/doi/pdf/10.1177/0042085916646610

Black Girls and School Discipline: The Complexities of Being Overrepresented and Understudied

Schools can play an important role in adolescents’ identity development. To date, research on the role of school in adolescents’ identity development is scattered across research fields that employ different theoretical perspectives on identity. The aim of this literature review was to integrate the findings on the role of school in adolescents’ identity development from different research fields and to provide schools and teachers with insights into how adolescents’ identity development can be supported. Using constant comparative analysis, 111 studies were analyzed. We included articles on personal and social identity and on school-related identity dimensions. Three groups of studies emerged. First, studies on how schools and teachers unintentionally impact adolescents’ identity showed that, at school, messages may unintentionally be communicated to adolescents concerning who they should or can be through differentiation and selection, teaching strategies, teacher expectations, and peer norms. Second, studies on how schools and teachers can intentionally support adolescents’ identity development showed that different types of explorative learning experiences can be organized to support adolescents’ identity development: experiences aimed at exploring new identity positions (in-breadth exploration), further specifying already existing self-understandings (in-depth exploration), and reflecting on self-understandings (reflective exploration). The third group suggests that explorative learning experiences must be meaningful and situated in a supportive classroom climate in order to foster adolescents’ identity development. Together, the existing studies suggest that schools and teachers are often unaware of the many different ways in which they may significantly impact adolescents’ identity development.

https://link.springer.com/content/pdf/10.1007/s10648-018-9457-3.pdf

The Role of School in Adolescents’ Identity Development. A Literature Review

The after-school City School Outreach youth program captured the attention of high school male students by offering them a physically and psychologically safe environment to talk about issues they faced. The students of color who attended the program used various forms of creative written expression (i.e., poetry, spoken word, and hip hop) to document and share their lived realities as African American and Latino youth. An analysis of their writings and subsequent interviews revealed a variety of coping strategies and resources that these resilient adolescent males of color used to transcend adversity in their environment. When adolescent males of color have a strong sense of cultural pride and awareness, they are able to construct a healthy self-concept that assists them in acts of agency and resistance against negative psychological forces in their environment. These students used familial and nonfamilial support mechanisms, such as peers, church, and mentors, to assist them in reducing the stressful im...

/pdf/poetic-expressions-students-of-color-express-resiliency-8srsy3to0c.pdf

Poetic Expressions: Students of Color Express Resiliency Through Metaphors and Similes

This article explores the delicate and complex issues immediate to the lives of lesbian, gay, bisexual, and transgender (LGBT) youth. The author places the discussion within the context of learning environments and presents ways in which pre-service and in-service teachers can help create safe and equitable spaces for all learners. Presented are various classroom strategies, activities, and resources for educators to tap into and utilize.

Teach to Reach: Addressing Lesbian, Gay, Bisexual, and Transgender Youth Issues in the Classroom

This research investigates the ways in which three African American high school girls interpret and challenge racialized and sexualized media representations of their race, class, and gender within music videos. The authors assert that these students' ability to counter stereotypes is a reflection of their cultural orientations, as well as their developmental stage of adolescence—two phenomena rarely combined in social science research on Black girls. The first observes how participants' stage of cognitive development assists them in interpreting media content. The second looks at the historical and sociocultural experiences of females of color that may help these students resist imposed racialized identities. Researcher findings indicate that different cognitive processes and cultural experiences assist these students in filtering through media stereotypes, as well as establishing and maintaining a positive identity that is relatively separate from one-dimensional media representations.

Horace R. Hall

Papers

Poetic Expressions: Students of Color Express Resiliency Through Metaphors and Similes

Teach to Reach: Addressing Lesbian, Gay, Bisexual, and Transgender Youth Issues in the Classroom

“This Is Not Reality … It's Only TV”: African American Girls Respond to Media (Mis)Representations