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: In this paper, the authors present the Black Male Development Initiative (BMDI) as a strategy for Black males on campus and discuss their personal experiences and memories of moments where they become aware of similarities and differences among people.
Abstract: 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?”
1,031 citations
TL;DR: In this paper, a post-structuralist theory and the study of gendered childhoods are used to identify the subjects of childhood knowledge and reading and writing a vision of femininity.
Abstract: 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.
593 citations
421 citations
TL;DR: In this paper, the authors present a literature review 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.
Abstract: 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.
113 citations
Cites background from "Poetic Expressions: Students of Col..."
...…(Rogers, Morrell, & Enyedy, 2007; Vianna & Stetsenko, 2011), three ethnographic studies that do not explicitly adopt a particular perspective (Hall, 2007; Hardee & Reyelt, 2009; Muhammad, 2012), and one theoretical study in which various perspectives on identity are combined (Henfield,…...
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...Various theoretical articles, that either do not explicitly mention a perspective on identity development (Hall, 2007), or combine various perspectives on identity development (Harrell-Levy & Kerpelman, 2010; Ligorio, 2010), also argued that engaging adolescents in (internal) dialogues can help…...
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TL;DR: The authors use the notion of White racial framing to move outside of the traditional arguments for or against transracial adoption to instead explore how a close analysis of the adoptive parents’ racial instructions may serve as a learning tool to foster more democratic and inclusive forms of family and community.
Abstract: In this article, the authors examine White parents’ endeavors toward the racial enculturation and inculcation of their transracially adopted Black children. Drawing on in-depth interviews, the authors identify and analyze themes across the specific race socialization strategies and practices White adoptive parents used to help their adopted Black children to develop a positive racial identity and learn how to effectively cope with issues of race and racism. The central aim of this article is to examine how these lessons about race help to connect family members to U.S. society’s existing racial hierarchy and how these associations position individuals to help perpetuate or challenge the deeply embedded and historical structures of White supremacy. The authors use the notion of White racial framing to move outside of the traditional arguments for or against transracial adoption to instead explore how a close analysis of the adoptive parents’ racial instructions may serve as a learning tool to foster more democratic and inclusive forms of family and community.
75 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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References
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Journal Article•
TL;DR: In this paper, the authors present the Black Male Development Initiative (BMDI) as a strategy for Black males on campus and discuss their personal experiences and memories of moments where they become aware of similarities and differences among people.
Abstract: 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?”
1,031 citations
"Poetic Expressions: Students of Col..." refers background in this paper
...…combined with the difficult task of discovering a social role, is exacerbated by the psychological stresses of hypermasculinity, stereotyping of minority cultures, and the perception of “otherness” in a predominantly White society (Kunjufu, 2001; Spencer, 2001; Tatum, 1997; Wilson, 1992)....
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...Researchers have noted that, for adolescent males of color1, the maelstrom of pubescence, combined with the difficult task of discovering a social role, is exacerbated by the psychological stresses of hypermasculinity, stereotyping of minority cultures, and the perception of “otherness” in a predominantly White society (Kunjufu, 2001; Spencer, 2001; Tatum, 1997; Wilson, 1992)....
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Book•
05 Mar 1991
983 citations
Additional excerpts
...…as academic disidentification, dropout, delinquency, adolescent parenting, sexual violence, depression, suicide, and homicide (Ferguson, 2001; Fine, 1991; Gibbs, 1988; Noguera, 2003; Ogbu, Copyright © 2007 Prufrock Press, P.O. Box 8813, Waco, TX 76714 sum m ary The after-school City School…...
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TL;DR: In this paper, the authors examined ethnic and American identity as predictors of self-esteem among adolescents and found that American identity was a strong predictor of selfesteem and was highly correlated with ethnic identity.
Abstract: In order to examine ethnic and American identity as predictors of self-esteem among adolescents, we surveyed 669 American-born high school students (372 Latinos, 232 African Americans, and 65 Whites). Participants completed measures of self-esteem, ethnic identity, American identity, attitudes toward other groups, and demographic variables. Multiple regression analyses of self-esteem were carried out separately for each ethnic group, using ethnic and American identity, other-group attitudes, gender, age, socioeconomic status, and grade point average as predictors. Results indicated that for all groups ethnic identity was a significant predictor of self-esteem. For the White students only, American identity was a strong predictor of self-esteem and was highly correlated with ethnic identity. Other predictors varied across ethnic groups. Although ethnic identity was a significant predictor of self-esteem, it accounted for a relatively small proportion of the variance, suggesting the importance of other influences on self-esteem.
731 citations
Book•
01 Jan 2003
TL;DR: In this paper, the authors address the issues of how culture, race and ethnicity, and social class influence the teaching and learning processes in education and provide suggestions and practices for improving educational outcomes for all children.
Abstract: This study addresses the issues of how culture, race and ethnicity, and social class influence the teaching and learning processes. It provides an analysis of conditions and reforms in education, and offers suggestions and practices for improving educational outcomes for all children.
697 citations
"Poetic Expressions: Students of Col..." refers background in this paper
...Within school settings, the research literature reports that African American and Latino students, primarily males, are commonly perceived as more aggressive and are punished more frequently than their White counterparts (Bireda, 2002; Dohrn, 2000; Hall, 2006; Irvine, 2003)....
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