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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TL;DR: This paper examined the approaches, strategies, and perspectives that white adoptive parents use to teach their adopted Black children about coping with race-based discrimination and the development of a positive racial identity.
Abstract: This article examines the approaches, strategies, and perspectives that White adoptive parents use to teach their adopted Black children about coping with race-based discrimination and the development of a positive racial identity. Using qualitative methods and the theoretical construct of White racial framing, the authors identify and critically analyze themes in the parents' race lessons. The central aim of this article is to uncover how these race lessons position family members to either challenge or perpetuate historical, racial inequities and mistreatment faced by African Americans and other communities of color within US society.
17 citations
Cites background from "Poetic Expressions: Students of Col..."
...Resiliency is a protective mechanism that is requisite for individuals to successfully struggle against racism (Hall, 2007; Phinney, Cantu, & Kurtz, 1997)....
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21 Aug 2015
TL;DR: The authors examined the ways in which the work and genre of poetry are represented by the “big three” 10th grade literature anthologies and found that although textbooks have increased in overall size to over 1200 pages, the space allotted to poetry is just one-tenth of those many pages, and poems themselves comprised only 4% of those pages and made up one-fifth to one-third of all text selections, a 30% drop from previous studies.
Abstract: This research addresses gaps within the study of textbooks for secondary English language arts and within the study of poetry by examining the ways in which the work and genre of poetry are represented by the “big three” tenth grade literature anthologies. Drawing from Dewey (1910, 1938), Yoakam (1932), Doyle (1983), and conceptions of authentic tasks from Brown, Collins, and Duguid (1989), this study used the tasks and texts included in the anthologies to deconstruct the dominant discourses about what counts as poetry, who counts as poets, and what counts as the work of poetry. Employing document analysis, specifically both quantitative and qualitative content analysis, data collection and analysis were conducted in three phases. Phase one examined the space allotted to the genre of poetry. Phase two examined demographic characteristics of the included poems and poets (n=128), and phase three analyzed the included tasks (n=1763) for the genre of poetry and the included poems. The findings from this study suggest that though textbooks have increased in overall size to over 1200 pages, the space allotted to poetry is just one-tenth of those many pages, and poems themselves comprised only 4% of those pages and made-up one-fifth to one-third of all text selections, a 30% drop from previous studies. Included poems were more likely to have been written or published in the early 20th or middle 20th century and written by poets who were most likely between 61 and 80 years of age, deceased, male, white, or North American. They were also more likely to be a combination of these characteristics. The findings about the tasks suggest that textbooks represent the work within the genre in limited and limiting ways. With the overwhelming emphasis on closed questions or questions treated as closed - even if they are text-based - and tasks asking students to recall/paraphrase or analyze/interpret in narrowed ways, the indication to students and teachers seems to be that the work of poetry is to read a poem and answer recitation questions. The implications of these findings for teaching and learning, educational institutions, publishers, and future research are also discussed.
15 citations
Cites methods from "Poetic Expressions: Students of Col..."
...Other content analysis studies used different categories not applicable here, such as Hansen (2005) who was examining American literature anthologies and therefore only had American categories, Bird...
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Dissertation•
03 Jul 2009
TL;DR: Gregory et al. as discussed by the authors provide a close analysis of poetry slam in the United Kingdom and United States, using the tools of ethnography and discourse analysis to produce an in-depth account, which is sensitive to the discursively constructed, situated meanings of slam participants.
Abstract: This thesis aims to provide a close analysis of poetry slam in the United Kingdom and United States, using the tools of ethnography and discourse analysis to produce an in-depth account, which is sensitive to the discursively constructed, situated meanings of slam participants. The aim is to explore how slam is understood by its participants, producing a partial ethnography, rather than a definitive history, defence or critique of slam. The thesis is based predominantly on research conducted in four key sites (Bristol and London in the U.K. and Chicago and New York in the U.S.), and considers how slam has been reconstructed in different geographical and social contexts. In addition, this study seeks to highlight issues around: the ways in which artists understand art worlds and their positions within them; the multiple and complex power relations with which art world participants engage; the transient, enduring and virtual communities which art world participants form; the local, translocal and transnational networks which connect these communities and individuals; and the interactions between new/avant-garde and established/dominant art worlds. It is hoped that this analysis will enrich substantially the existing meagre body of research into poetry slam, providing valuable theoretical contributions to the study of art worlds and the social construction of self and relationships. Beyond this, the thesis aims to elucidate a social scientific paradigm which links micro level analyses with macro level social structures and processes, by allying work from multiple theoretical perspectives including those of interactionism, Antonio Gramsci, Pierre Bourdieu and discourse analysis. This paradigm is mobilised to illuminate how slam participants actively construct their identities and negotiate the complex power relations which structure their everyday interactions. Helen Gregory Page 3 Texts in Performance: Identity, Interaction and Influence in U.K. and U.S. Poetry Slam Discourses In line with the poetic focus of this research, each analytic chapter of this thesis concludes with a haiku. I begin with this thought: Power relations Are complex navigations Through interaction. Helen Gregory Page 4 Texts in Performance: Identity, Interaction and Influence in U.K. and U.S. Poetry Slam Discourses
11 citations
Cites background from "Poetic Expressions: Students of Col..."
...Scholars like Battani and Hall (2000), Harrington and Bielby (2001) and Zolberg (1990) are highly critical of such an approach, arguing that production and consumption cannot be understood as isolated components, divorced from each other or their social context....
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...The analysis offered in these chapters builds on evidence provided by scholars that oral poetry may be used successfully to: teach students literacy (Alexander-Smith and AnJeanette, 2004; Dyson, 2005; Fisher, 2003; 2005); nurture their creativity (Gehring, 2005); provide them with a space in which to manage their identities and personal development (Fisher, 2003; Hall, 2007; Reyes, 2006); sustain a mutually supportive community (Fisher, 2005; Gehring, 2005; Herndon and Weiss, 2001); and encourage young people to engage more actively with formal education (Dyson, 2005; Gehring, 2005)....
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...…nurture their creativity (Gehring, 2005); provide them with a space in which to manage their identities and personal development (Fisher, 2003; Hall, 2007; Reyes, 2006); sustain a mutually supportive community (Fisher, 2005; Gehring, 2005; Herndon and Weiss, 2001); and encourage young people…...
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01 Jan 2010
TL;DR: Herr et al. as mentioned in this paper investigated youth resiliency employing dual methodologies, auto-ethnography and life history research respectively, to reveal how two middle-aged adults (one African-American, the other Caucasian) achieved resilience; and most importantly, how their experiences and insights might inform ongoing efforts to promote youth resilience.
Abstract: The purpose of this study was to investigate youth resiliency employing dual methodologies, auto-ethnography and life history research respectively, to reveal how two middle-aged adults (one African-American, the other Caucasian) achieved resiliency; and most importantly, how their experiences and insights might inform ongoing efforts to promote youth resiliency. This research project was a follow-up to a previous study (involving four African American participants two males and two females) conducted to determine the roles that schools and communities play in promoting youth resiliency. Offering insights into the usefulness of extended research, Herr and Anderson (2005) captured the essence of my decision to conduct a follow-up study here: Doctoral students may be able to capitalize on class projects that require a pilot study or 'practice research' as part of the course requirements to begin their action research. In addition, doctoral students may have room in their program for an independent study or two. These spaces allow for the kind of ongoing piloting where each separate piece of the research conducted over a series of semesters is actually part of the whole (Herr & Anderson, 2005, p. 105). Although participants [from the previous study] were able to succeed despite a negative life trajectory, it yet remained inconclusive whether personal attributes and environmental factors were equally effective in enhancing youth prospects. Additionally, because the previous study was conducted among African-American subjects only, I thought it probative to inquire as to whether findings would be consistent across demographic or socioeconomic boundaries. The story that emerged was of each participant's strength, illustrating how each individual persistently engaged in the world around them in order to negotiate, and ultimately transcend their immediate circumstances. This study reaffirmed the need to talk openly about youth across demographic and socio-cultural divides, with the results offering implications for educators, students, and future research. Findings suggest the need for educators to know students holistically as well as personally, including familiarity with all aspects of a student's identity. If all youth are expected to attain resiliency (or as I prefer transcendence), then classrooms should become environments where personal attributes are enhanced, rather than stymied, with all youth being afforded opportunities for meaningful participation. In summary, this study validated the need for all [not just some] stakeholders to assist all [not just some] youth in channeling their respective strengths in meaningful and productive ways.
11 citations
TL;DR: In this paper, the authors examined the impact of intensive arts integration on school readiness for economically disadvantaged children attending Head Start preschool and found that children at the arts-integrated Head Start showed greater gains in school readiness compared to their peers at the comparison program.
10 citations
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