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

doi:10.4219/JAA-2007-355

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

Journal Article•DOI•

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

Horace R. Hall¹•Institutions (1)

DePaul University¹

01 Feb 2007-Journal of Advanced Academics (SAGE Publications)-Vol. 18, Iss: 2, pp 216-244

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.

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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•

Why Are All the Black Kids Sitting Together in the Cafeteria

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Mark Englefield

01 Jul 2005-Mankind Quarterly

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.

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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?”

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1,031 citations

Journal Article•DOI•

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

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Timothy J. Lensmire, Bronwyn Davies

01 Jun 1995-Educational Researcher

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.

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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.

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593 citations

Journal Article•DOI•

Cool Pose: The Dilemmas of Black Manhood in America.

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Terri Gullickson, Pamela Ramser

01 Jan 1996-Psyccritiques

421 citations

Journal Article•DOI•

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

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M. Verhoeven¹, Astrid M. G. Poorthuis², Monique Volman¹•Institutions (2)

University of Amsterdam¹, Utrecht University²

01 Mar 2019-Educational Psychology Review

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.

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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.

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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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Journal Article•DOI•

White on black: can white parents teach black adoptive children how to understand and cope with racism?

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Darron T. Smith¹, Brenda G. Juárez², Cardell K. Jacobson³•Institutions (3)

Wichita State University¹, University of South Alabama², Brigham Young University³

13 Apr 2011-Journal of Black Studies

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.

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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.

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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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Book•

Countering the Conspiracy to Destroy Black Boys; Volume III

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David Swerdlick, Robert E. Fullilove, Jawanza Kunjufu

01 Jan 1984

260 citations

"Poetic Expressions: Students of Col..." refers background in this paper

...Because that self-worth hinges partly upon the knowledge and expectation that he is able to make an important contribution to his family or community, a strong cultural base not only serves as a protective barrier that contributes to resiliency, but also enables a student of color to develop positive views about himself, which can lead to better performances in and outside of school (Hill, 1998; Kunjufu, 1995; Phinney, Cantu, & Kurtz, 1997)....
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...…a strong cultural base not only serves as a protective barrier that contributes to resiliency, but also enables a student of color to develop positive views about himself, which can lead to better performances in and outside of school (Hill, 1998; Kunjufu, 1995; Phinney, Cantu, & Kurtz, 1997)....
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Journal Article•DOI•

The Gendered and Racialized Pathways of Latina and Latino Youth: Different Struggles, Different Resistances in the Urban Context

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Julio Cammarota¹•Institutions (1)

University of Arizona¹

01 Mar 2004-Anthropology & Education Quarterly

TL;DR: This paper explored the student resistances that shape orientations to schooling and examined how race and gender influence whether they perceive education as oppressive or useful in resisting oppression. But, they did not explore the role of race in the student's perceptions of education.

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Abstract: This article explores the student resistances that shape orientations to schooling. Drawing on a study of Latina/o youth, I examine how race and gender influence whether they perceive education as oppressive or useful in resisting oppression. The key lever that may alter their perceptions is how school and society treat Latinos differently from Latinas. This study shows how ethnography can inspire pedagogical practices that bolster urban students' resistances to the oppressive forces negatively impacting their education. [Latina/o youth, race, gender, resistance, urban education]

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255 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 resiliency within these young people. There is even less research that incorporates their voices into the discussion (Pollack, 2005). Given this limitation, the work of Hill (1998), Spitler, Kemper, and Parker (2002), and the ideas of other writers will be used to help unravel the multilayered nature of resiliency among young men of color....
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...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…...
[...]
...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 resiliency within these young people. There is even less research that incorporates their voices into the discussion (Pollack, 2005). Given this limitation, the work of Hill (1998), Spitler, Kemper, and Parker (2002), and the ideas of other writers will be used to help unravel the multilayered nature of resiliency among young men of color. Briefly stated, Hill’s (1998) study on low-income families of color examined resiliency through three central lenses: individual, family, and community....
[...]
...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 resiliency within these young people....
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Journal Article•DOI•

Are Phenomenology and Postpositivism Strange Bedfellows

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Frances E. Racher¹, Steven Robinson¹•Institutions (1)

Brandon University¹

01 Aug 2003-Western Journal of Nursing Research

TL;DR: Nurse researchers must be aware of their philosophical assumptions and appraise the philosophical underpinnings of the methodologies, but this process should not restrict and limit their exploration of possibilities and the creativity in their efforts to address the growing challenges that await nursing science research.

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Abstract: Researchers are advocating that a necessary condition of scholarly research is congruence between philosophical positions and research approaches. Phenomenology and postpositivism, traditionally, may appear to be situated in scientific inquiry as polar opposites and mutually exclusive paradigms. This article (a) describes the reflections of a nurse researcher and clarifies her philosophical assumptions; (b) delineates the postpositive paradigm and the interpretive paradigm, which traditionally includes phenomenology; (c) discusses phenomenology as a philosophy, an approach, and a research method; and (d) demonstrates the consistency between postpositivism and phenomenology. Nurse researchers must be aware of their philosophical assumptions and appraise the philosophical underpinnings of the methodologies, but this process should not restrict and limit their exploration of possibilities and the creativity in their efforts to address the growing challenges that await nursing science research.

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172 citations

"Poetic Expressions: Students of Col..." refers methods in this paper

...An interpretive design, as Schwandt (as cited in Racher & Robinson, 2002) noted, is necessary when trying to understand “the complex world of lived experiences from the view of those who live it. . . ....
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Book Chapter•DOI•

Relational Resilience in Girls

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Judith V. Jordan¹•Institutions (1)

Harvard University¹

01 Jan 2013

TL;DR: In this article, a model of relational resilience is presented, and it is shown that growth-fostering connections are the source of resilience for both boys and girls, and that mutual empathy, empowerment, and the development of courage are the building blocks of this resilience.

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Abstract: This chapter, mainly theoretical in orientation, also reviews recent research on resilience and gender. The theoretical orientation represented here is known as relational-cultural theory (RCT). At the core of this work is the belief that all psychological growth occurs in relationships, and that movement out of relationship (chronic disconnection) into isolation constitutes the source of much psychological suffering. Moving away from a “separate self” model of development, RCT also suggests that resilience resides not in the individual but in the capacity for connection. A model of relational resilience is presented. Mutual empathy, empowerment, and the development of courage are the building blocks of this resilience. Although this chapter seeks to explicate the importance of relational resilience for girls, it also suggests that growth-fostering connections are the source of resilience for both boys and girls.

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154 citations

Journal Article•DOI•

Adaptation and vulnerability in high-risk adolescents: An examination of environmental mediators

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Robert D. Felner¹, Mark S. Aber¹, Judith Primavera², Ana Mari Cauce²•Institutions (2)

Auburn University¹, Yale University²

01 Aug 1985-American Journal of Community Psychology

TL;DR: The degree to which adolescents' perceptions of various dimensions of their family and school environment as well as sources of social support related to differential levels of personal well-being and academic adjustment was explored was explored.

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Abstract: The relationship of characteristics of the social environment to the adaptation of adolescents from high-risk predisposing environments was examined. Specifically, the degree to which adolescents' perceptions of various dimensions of their family and school environment as well as sources of social support related to differential levels of personal well-being and academic adjustment was explored. Multiple regression analyses revealed differences in the salience of the dimensions of the social environment as a function of the particular sphere of functioning under consideration. Implications of the findings for developing a model for understanding the relative vulnerability of individuals at risk as well as of the design of preventive interventions are discussed.

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142 citations