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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Book•
01 Jan 2001
TL;DR: A.A. Hilliard, III, this paper, "Race, Identity, Hegemony, and Education: What Do We Need to Know Now? Everyday People: An Introduction.
Abstract: James H. Lewis, Introduction. The Search for New Answers. 1.Asa G. Hilliard, III, "Race," Identity, Hegemony, and Education: What Do We Need to Know Now? Everyday People: An Introduction. Naming Africans: The Race Card. Addressing the Real Problem: Hegemony. The History of "Race" and Hegemony. The Current Agenda in Education. Race, Identity, and Hegemony in Education. 2.Laurence Parker, Comment: The Social "Destruction" of Race to Build African American Education. Tracing the Origins of "Race," Its Connection with Modernity. A Call for a Critical Race Theory for Education. 3.William H. Watkins, Blacks and the Curriculum: From Accommodation to Contestation and Beyond. Early Black Education: A Sociopolitical Analysis. Blacks and the Curriculum in the Early Twentieth Century: The Hampton Social Studies. Moving Forward: Race and Identity in the School Curriculum. The American Curriculum: One Hundred Fifty Years of Black Protest. Separatism and Nationalism. Black Social Meliorism/Reconstruction in the Curriculum. Multicultural Education. The Afrocentric Curriculum. Culture and School Knowledge: Recent Black Scholarship. The Challenge: Toward New Models of Curriculum and Teaching. Afterthoughts. 4.Annette Henry, Comment: Researching Curriculum and Race. Introduction. A Hidden Curriculum of Research on Race? Curriculum, Gender, and Race: Lessons from My Research. 6.Gloria Ladson-Billings, The Power of Pedagogy: Does Teaching Matter? Learning Styles versus Teaching Styles. The Case for Culturally Relevant Teaching. What We Still Need to Know. 6.Carol D. Lee, Comment: Unpacking Culture, Teaching, and Learning: A Response to "The Power of Pedagogy." Introduction. A Focus of High Achievement. Deconstructing What We Know - Using the Lens of Culture. 7.Margaret Beale Spencer, Identity, Achievement Orientation, and Race: "Lessons Learned" about the Normative Development Experience of African American Males. Introduction. African American Male Adolescents. A Culturally Sensitive and Context-Integrated Theory of Life Course Human Development: A Phenomenological Variant of Ecological Systems Theory (PVEST). Gender Themes and Perspectives on Hypermasculinity: An Overview. Developmental Implications and Consequences of Gendered Stereotypes. Adolescent Hypermasculinity Longitudinal Research Findings. Conclusions. 8.Enora Brown, Comment: Human Development in the Social Structure. Introduction. Spencer's PVEST Model and African American Male Youth. Emergent Issues: Aspirations, Human Agency, and Structures of Choice. 9.Signithia Forham, Why Can't Sonya (and Kwame) Fail Math? Introduction. Background/Cultural Context. The Conceptual Frame: Fictive Kinship. Race Passing: Acting White. Achieving Successful Failure: The Female Students. Failing Academic Success: The High-Achieving Males. Conclusions/Implications. 10.Vivian L. Gadsden, Comment: Cultural Discontinuity, Race, and Learning with Gendered School Experiences of Children. Gender within School and Gender Research. Related Issues of Race. Recent Discussion of Gender: The Case of Two African American Boys. Gender, Culture, and the School Lives of Male and Female Learners. Closing Considerations. 11.Janice E. Hale, Culturally Appropriate Pedagogy. Closing the Achievement Gap. Conceptual Framework and Description of the Model. Instructional Component. Instructional Accountability Infrastructure Component: Strategies. Cultural Uplift Component. Recommendations for Civil Rights Groups, African American Controlled Public School Boards, and Advocacy Organizations. 12.A. Wade Boykin, Comment: The Challenges of Cultural Socialization in the Schooling of African American Elementary School Children: Exposing the Hidden Curriculum. 13.Michele Foster, Education and Socialization: A Review of the Literature. Introduction. Residential Choices. Employment. Voting. Civic Development and Participation. Attribution of Social Problems and Views of Justice. Student Diversity and Student Socialization. Unanswered Questions. 14.Cynthia Hudley, Comment: Schools as Context for Socialization. Studying Schools as Socializing Contexts. Understanding Multiple Causality. School Contexts and Life Outcomes: Some Examples and Questions. Teachers, Schools, and Society. Students Together. Unanswered Questions.
130 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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Book•
01 Jan 1993
TL;DR: Rodriguez's inspiring story should be read by anyone who cares about the future of children in America as mentioned in this paper, and his son, Ramiro, joined a gang in Chicago where they now live.
Abstract: There has never been a more clear and compelling account of a gang member's life than Always Running, Luis J. Rodriguez's eloquent, impassioned, frighteningly vivid chronicle of his youth in Los Angeles in the late 60s and early 70s. Growing up in Watts and East L.A., Rodriguez joined his first gang at age 11 and was drawn into "la vida loca" - the crazy life. Gangs were "how we wove something out of the threads of nothing, " he remembers. By age 18, he was a veteran of gang warfare, police killings, drug overdoses, and suicides that had claimed 25 of his friends and had driven him and so many others to despair. In part, Rodriguez survived the violence and desperation of his youth by writing down his experiences. They were only woven into this astonishing book years later, when his son, Ramiro, joined a gang in Chicago where they now live. Always Running is packed with episode after episode of high drama, but within this honest and powerful depiction of social devastation, there is a father's impassioned message of understanding and hope to his son, and to thousands like him. Rodriguez's inspiring story should be read by anyone who cares about the future of children in America.
123 citations
Additional excerpts
...218 Journal of Advanced Academics 1987; Rodriguez, 1993; Solomon, 1988)....
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TL;DR: The authors examined what the author learned about oral histories from the narratives the author could and what role do interviewers play in the unfolding of these narratives, which are narratives where the interviewer-narrator dynamic is also mediated by the nature of memory.
Abstract: Social science inquiry has increasingly focused on the intricate relations between biography and history. In educational inquiry, this focus has led to an explosion of interest in the personal narrative as an articulation of individual and collective experience with the social, political, and cultural worlds of education. This interest in the personal narrative has in turn given prominence to work in oral history as a research strategy. The growing intuitive appeal of personal narratives, however, has led to a certain methodological complacency. What does it mean to collect and analyze personal narratives? How do narrators voice their narratives and narrate their voice? What role do interviewers play in the unfolding of these narratives ? What do these questions mean in the context of oral histories, which are narratives where the interviewer-narrator dynamic is also mediated by the nature of memory? This paper examines what the author learned about oral histories from the narratives the author could–and ...
113 citations
"Poetic Expressions: Students of Col..." refers background in this paper
...Thus, by honoring our personal differences, recognizing their distinct “narratives of identity” (Errante, 2000, p. 16), and gaining insight into how these boys name and rename their realities, insider bias is reduced and objectivity increased....
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TL;DR: In this paper, 27 Puerto Rican and Mexican students, written first in eighth grade then again as juniors in high school, address the important question of "Who am I?" and illustrate school-sponsored silencing, with students' critiques of their educational experience ignored by both the elementary and the high school.
Abstract: Narratives of 27 Puerto Rican and Mexican students, written first in eighth grade then again as juniors in high school, address the important question of "Who am I?" and illustrate school-sponsored silencing, with students' critiques of their educational experience ignored by both the elementary and the high school. The narratives also provide a window into the high dropout rates of Latino children, the reasons behind students" academic decisions, and interventions needed to change negative schooling processes and outcomes. By giving witness to these voices, we as readers help ensure that through their writing, these Latino adolescents do not just speak but that they are heard. In sixth grade my teacher was Mr. S. Mr. S. had a stick. If you were talking or something he would hit you with it. His stick's name was "George." He had wrapped it in tape so that when he hit you it would hurt more. In seventh grade my teacher had red hair and when she spoke to someone she always spit at that person. Since she retired we got a substitute until the principal could find another capable teacher. So our teacher for a long period of time was Mrs. R. We used to call her "chocolate chip" because she had a big mole on her upper lip. After Mrs. R. we had another teacher who we thought was going to be our permanent seventh grade teacher. She lasted about two days I think. Then she left for an eighth grade class... and the teachers kept changing. That seventh grade was so confusing I didn't learn a thing but I tried.
110 citations
"Poetic Expressions: Students of Col..." refers background in this paper
...However, Quiroz (2001) noted that for Latinos, whether bicultural or assimilated, trying to construct an identity within the dominant culture is not easy....
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...These individuals face “an ongoing dilemma of negotiation, resilience, and angst (Quiroz, 2001, p. 333)....
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Book•
01 Jan 1971
TL;DR: Adolescents role in life and society the multi-dimensionality of adolescence physical growth and its psychological correlates cognition in adolescence moral judgment and ego development adolescents and their families adolescents as mentioned in this paper and their peers development of ego identity sex roles during adolescence dating and sexual behaviour adjustment to school health problems for growing up handicapped adolescents.
Abstract: Adolescents role in life and society the multi-dimensionality of adolescence physical growth and its psychological correlates cognition in adolescence moral judgment and ego development adolescents and their families adolescents and their peers development of ego identity sex roles during adolescence dating and sexual behaviour adjustment to school health problems for adolescence cognition in adolescence moral judgment and ego development adolescents and their families adolescents and their peers development of ego identity sex roles during adolescence dating and sexual behaviour adjustment to school health problems for adolescence problems in growing up handicapped adolescents.
96 citations
"Poetic Expressions: Students of Col..." refers background in this paper
...Their relationships with adults and peers influence their beliefs and opinions about their world during this search (Muuss & Porton, 1999)....
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