Poetic Expressions: Students of Color Express Resiliency Through Metaphors and Similes
TL;DR: 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 as mentioned in this paper.
Abstract: 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...
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Journal Article•
TL;DR: The authors explored the experiences of urban African American males at a first year singlegender charter school in the Southern region of the United States and found that expectations dissonance, disguised engagement, differential engagement, and expectations overload emerged.
Abstract: This study explores the experiences of urban African American males at a first year singlegender charter school in the Southern region of the United States. The present case study was based on interviews and focus groups with parents, teachers, students, and the school administrator, and a participant observation of Excel Academy [pseudonym]. The findings of this study suggest that there were four critical instructional complexities that emerged: expectations dissonance, disguised engagement, differential engagement, and expectations overload. Remarkably, these issues were being addressed by a school value created by students and institutionalized by teachers--To Never Quit. Recommendations to address each instructional complexity are explored.
28 citations
TL;DR: In this paper, the authors provide a reality-based foundation upon which educators can build pedagogical programs that work with, not against, the Latino male students, who have dropped out or who are on the brink of dropping out.
Abstract: Latino male high school students are not achieving at the level of their considerable potential. And, as a result, they are not graduating at rates comparable to other student groups. Although much research has explored this phenomenon, one component has been conspicuously lacking: the voice of the Latino “drop-out” himself. This qualitative study addresses this void by allowing Latino males, who have dropped out or who are on the brink of dropping out, to speak for themselves. Their perspectives provide a reality-based foundation upon which educators can build pedagogical programs that work with, not against, the Latino male students.
28 citations
TL;DR: In this article, a hermeneutic reading of metaphorical capital frameworks, including community cultural wealth and funds of knowledge, is presented, where marginalized students, by definition, have been excluded by dominant culture.
Abstract: Social science research on communities of color has long been shaped by theories of social and cultural capital. This article is a hermeneutic reading of metaphorical capital frameworks, including community cultural wealth and funds of knowledge. Financial capital, the basis of these frameworks, is premised on unequal exchange. Money only becomes capital when it is not spent, but is instead invested, manipulated, and exploited. Metaphorical capitals have been criticized as imprecise, falsely quantitative, and inequitable. Some research assumes that, rather than reinforcing economic class, metaphorical capital somehow nullifies class or replaces economic capital. Yet marginalized students, by definition, have been excluded by dominant culture. Compared to low socioeconomic status (SES) students of color, high SES students have a wealth of capital, in all forms. Metaphorical capital conjures the economic worldview of capitalism, imposing a capitalist, market-based worldview. Frameworks of metaphorical capit...
27 citations
Cites background from "Poetic Expressions: Students of Col..."
...Artistic fields often involve non-empirical, metaphysical explorations that help students respond to difficult realities around them (e.g., H. Hall, 2007)....
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TL;DR: In this article, a phenomenological qualitative study was designed to understand how spirituality serves as a protective factor, mediating adverse developmental outcomes, for adolescents exposed to domestic violence, and four significant themes (learning from experiences, self-expression, beliefs, and feelings) emerged.
Abstract: This phenomenological qualitative study was designed to understand how spirituality serves as a protective factor, mediating adverse developmental outcomes, for adolescents exposed to domestic violence. Semistructured interviews were conducted with 14 adolescents, recruited through an agency for domestic violence survivors. Four significant themes (learning from experiences, self-expression, beliefs, and feelings), through which participants’ spirituality manifested as a strength, emerged. This study adds to the growing support spirituality has received as a protective factor for at-risk adolescents and provides several practice implications. Future research is also suggested to better understand the developmental process by which spirituality serves as a protective factor.
20 citations
Cites background from "Poetic Expressions: Students of Col..."
...Hall (2007) found that for both Hispanic and African American male adolescents, the ability to express themselves through poems, hip hop, rap, and spoken-word text was a means by which resilience was built....
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...…the findings from the current study suggest that when adolescents are allowed to express themselves, an “atmosphere that advances certain resiliency-building factors—a sense of belonging, feelings of safety and security, mutual respect, and high self-esteem” (Hall, 2007, p. 240)—is created....
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Journal Article•
TL;DR: This paper explored the resilience experiences of 6 young same-sex-attracted men and women (4 men, 2 women; age range = 21-27) using a three-dimensional narrative inquiry space.
Abstract: This study draws upon recent narrative inquiry research that explored the resilience experiences of 6 young same-sex-attracted men and women (4 men, 2 women; age range = 21–27). This article elucidates the story of one participant, Joseph, a 25-year-old Canadian man. As we conducted the research, Joseph’s story stood out for us as having something important to say about resilience and same-sex attraction. Using a three-dimensional narrative inquiry space, the researchers and participants encountered Joseph’s story of resilience as a situated wisdom that arises in experience that is social, temporal, and situated. This perspective of resilience calls upon mental health professionals to enter into the client’s story and to live and practice within it.
17 citations
Cites background from "Poetic Expressions: Students of Col..."
...…are known to increase resilience in individuals include family support and togetherness (McMahon, 2007; Webb, 2002), collective self-efficacy (Blum, McNeely, & Nonnemaker, 2002), spiritual faith (Beautrais, 2003), a sense of belonging (Monasterio, 2002), and pride in one’s culture (Hall, 2007)....
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...Factors that are known to increase resilience in individuals include family support and togetherness (McMahon, 2007; Webb, 2002), collective self-efficacy (Blum, McNeely, & Nonnemaker, 2002), spiritual faith (Beautrais, 2003), a sense of belonging (Monasterio, 2002), and pride in one’s culture (Hall, 2007)....
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References
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Book•
01 Jan 1968
TL;DR: Erikson as mentioned in this paper describes a process that is located both in the core of the individual and in the inner space of the communal culture, and discusses the connection between individual struggles and social order.
Abstract: Identity, Erikson writes, is an unfathomable as it is all-pervasive. It deals with a process that is located both in the core of the individual and in the core of the communal culture. As the culture changes, new kinds of identity questions arise-Erikson comments, for example, on issues of social protest and changing gender roles that were particular to the 1960s. Representing two decades of groundbreaking work, the essays are not so much a systematic formulation of theory as an evolving report that is both clinical and theoretical. The subjects range from "creative confusion" in two famous lives-the dramatist George Bernard Shaw and the philosopher William James-to the connection between individual struggles and social order. "Race and the Wider Identity" and the controversial "Womanhood and the Inner Space" are included in the collection.
14,906 citations
5,199 citations
"Poetic Expressions: Students of Col..." refers background in this paper
...From a psychosocial perspective, adolescents are engaged in a conscious and unconscious search for an autonomous identity as they seek to understand their social roles in life (Erikson, 1968; Marcia, 1980)....
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TL;DR: In this paper, a framework for understanding how a sense of collective identity enters into the process of schooling and affects academic achievement is proposed, showing how the fear of being accused of "acting white" causes a social and psychological situation which diminishes black students' academic effort and thus leads to underachievement.
Abstract: The authors review their previous explanation of black students' underachievement. They now suggest the importance of considering black people's expressive responses to their historical status and experience in America. “Fictive kinship” is proposed as a framework for understanding how a sense of collective identity enters into the process of schooling and affects academic achievement. The authors support their argument with ethnographic data from a high school in Washington, D.C., showing how the fear of being accused of “acting white” causes a social and psychological situation which diminishes black students' academic effort and thus leads to underachievement. Policy and programmatic implications are discussed.
3,468 citations
"Poetic Expressions: Students of Col..." refers background in this paper
...Even though there is an abundance of work that focuses on why youth of color either fail or succeed academically (Cammarota, 2004; Conchas, 2001; Fordham & Ogbu, 1986; Juarez, 1996; Majors & Billson, 1992; Osborne, 2001), there is little research that concentrates on the dynamics that build…...
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30 Oct 2009
TL;DR: The study of and interest in adolescence in the field of psychology and related fields continues to grow, necessitating an expanded revision of this seminal work as discussed by the authors, with contributions from the leading researchers.
Abstract: The study of and interest in adolescence in the field of psychology and related fields continues to grow, necessitating an expanded revision of this seminal work. This multidisciplinary handbook, edited by the premier scholars in the field, Richard Lerner and Laurence Steinberg, and with contributions from the leading researchers, reflects the latest empirical work and growth in the field.
2,001 citations
Book•
24 Jun 1999
TL;DR: A definition of terms Defining Racism can be found in this paper, where the Complexity of Identity and Affirmative Action are defined. But there is more than just Black and White, you know.
Abstract: Introduction A Definition of Terms Defining RacismCan we talk? The Complexity of IdentityWho am I? Understanding Blackness In A White Context The Early YearsIs my skin brown because I drink chocolate milk? Identity Development in AdolescenceWhy are all the black kids sitting together in the cafeteria? Racial Identity in AdulthoodStill a work in progress Understanding Whiteness In a White Context The Development of White IdentityIm not ethnic, Im just normal. White Identity and Affirmative ActionIm in favor of affirmative action except when it comes to my jobs. Beyond Black and White Critical Issues in Latino, American Indian, and Asian Pacific American Identity DevelopmentTheres more than just Black and White, you know. Identity Development in Multiracial FamiliesBut dont the children suffer? Breaking The Silence Embracing a Cross-Racial DialogueWe were struggling for the words.
1,562 citations