Complicating Identity Exploration: An Intersectional Grounded Theory Centering Queer Students of Color at Historically White Institutions

2020 ◽  
Vol 61 (3) ◽  
pp. 281-298
Author(s):  
Antonio Duran ◽  
Susan R. Jones
Keyword(s):  
Grounded Theory ◽  
Students Of Color ◽  
Historically White ◽  
Identity Exploration ◽  
White Institutions ◽  
Historically White Institutions

Transforming Higher Education in South Africa: A New Approach to Governance

1996 ◽  
Vol 24 (1) ◽  
pp. 10-16
Author(s):  
Teboho Moja ◽  
Nico Cloete
Keyword(s):  
Higher Education ◽  
South African ◽  
Political Legitimacy ◽  
Historically White ◽  
New Approach ◽  
White Institutions ◽  
Resource Needs ◽  
South African Universities ◽  
Black Institutions ◽  
Historically White Institutions

A recent review of South African universities concluded that higher education institutions have “in place considerable facilities and a substantial capacity to respond to the reshaping of post-apartheid education. However, in general the historically white institutions (and a number of black institutions) have little moral and political legitimacy. In contrast, the majority of black institutions (and a few white institutions) have little or no academic credibility. Overall, the ‘system’ is seen as one that perpetuates inequality, is hugely wasteful and is not serving the human resource needs of the country. These problems have led to numerous demands for reforms in order to redress inequalities, and to ensure greater relevance, accountability and democracy.”

Transforming Higher Education in South Africa: A New Approach to Governance

1996 ◽  
Vol 24 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Teboho Moja ◽  
Nico Cloete
Keyword(s):  
Higher Education ◽  
South African ◽  
Political Legitimacy ◽  
Historically White ◽  
New Approach ◽  
White Institutions ◽  
Resource Needs ◽  
South African Universities ◽  
Black Institutions ◽  
Historically White Institutions

A recent review of South African universities concluded that higher education institutions have “in place considerable facilities and a substantial capacity to respond to the reshaping of post-apartheid education. However, in general the historically white institutions (and a number of black institutions) have little moral and political legitimacy. In contrast, the majority of black institutions (and a few white institutions) have little or no academic credibility. Overall, the ‘system’ is seen as one that perpetuates inequality, is hugely wasteful and is not serving the human resource needs of the country. These problems have led to numerous demands for reforms in order to redress inequalities, and to ensure greater relevance, accountability and democracy.”

scholarly journals Studying Black Student Life on Campus: Toward a Theory of Black Placemaking in Higher Education

2020 ◽  
pp. 004208592097135
Author(s):  
Antar A. Tichavakunda
Keyword(s):  
Higher Education ◽  
Black Students ◽  
Black Student ◽  
Student Life ◽  
Historically White ◽  
Structure And Agency ◽  
White Institutions ◽  
Black Residents ◽  
Urban Contexts ◽  
Historically White Institutions

This essay outlines how Black placemaking, a sociological framework used to study Black residents in urban contexts, might be used to study Black students’ experiences at historically White institutions (HWIs) of higher education. Black placemaking engages with the intersection of Blackness, place, structure, and agency. The author argues that this framework has the potential to more expansively study Black students’ lives, experiences, and mechanisms of engagement without discounting realities of oppression. Drawing from research on Black students attending HWIs and data from an ethnography conducted by the author, this essay conceptualizes a Black placemaking approach for higher education.

Black Students and Positive Racialized Emotions: Feeling Black Joy at a Historically White Institution

2021 ◽  
pp. 016059762110329
Author(s):  
Antar A. Tichavakunda
Keyword(s):  
Black Students ◽  
Positive Emotions ◽  
Institutions Of Higher Education ◽  
Historically White ◽  
Full Spectrum ◽  
White Institutions ◽  
White Institution ◽  
Black Life ◽  
Historically White Institutions ◽  
Permanence Of Racism

Black students attending historically White institutions of higher education (HWIs) experience the full spectrum of emotions. Given the permanence of racism and Black collegians’ inequitable experiences at HWIs much research focuses on Black students’ negative emotions as a result of racist conditions. Little research, however, examines Black students’ positive emotions and feelings on campus. This paper centers on affect, exploring how Black students experience “Black joy” in an otherwise White space. Guided by Eduardo Bonilla Silva’s theory of racialized emotions as well as socio-historical scholarship examining the dynamism of Black life in oppressive contexts, this paper analyzes how participants, themselves, understand and describe Black joy. In this paper, the author draws upon interviews with 29 Black collegians at the same HWI. Findings demonstrate how Black students associated Black joy with being, achievement, and collectivity. By studying Black students’ accounts of joy at an HWI, scholars stand to gain a more textured understanding of both HWIs and Black collegians’ experiences.

scholarly journals By obligation and by choice: Taking on extra responsibilities during COVID-19 and the Black Lives Matter Movement

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Tenisha Tevis
Keyword(s):  
Black Women ◽  
Faculty Member ◽  
Black Woman ◽  
Institutional Support ◽  
Historically White ◽  
Women In Academia ◽  
Black Lives Matter ◽  
White Institutions ◽  
Historically White Institutions ◽  
Reflective Essay

The summer of 2020 yielded unprecedented hostility for my lifetime as the COVID-19 pandemic escalated and Black Lives Matter protests intensified around the country. Due to a global shutdown, our now undivided attention was forced to deal with the pervasiveness of anti-Black racism, not only socially and politically but within the confines of historically White institutions with their racist legacies and lack of inclusive infrastructures. As such, I was invited by various leaders and stakeholders to participate in conversations and to take on extra projects that addressed institutional bias and racism on my campus. This reflective essay recounts my experience having taken on extra tasks, both by obligation and by choice, particularly as a Black woman pre-tenure faculty member. In doing this work, I show how my experience aligned with the intersectional reality for Black women in academia; I reflect on this season of now, as an extended presence rather than a fleeting moment; and I conclude this essay by offering recommendations to address the lack of institutional support, and the insufficient infrastructures at my institution.

scholarly journals They’re Just Here for Ball: Proposing a Multi-Level Analysis on the Impact of Collegiate Athletics at Historically White Institutions on Black Male Collegiate Athlete Holistic Identity

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Trajuan Briggs ◽  
Allison Smith ◽  
Joseph Cooper
Keyword(s):  
Identity Development ◽  
Black Male ◽  
Collegiate Athletes ◽  
Sport Performance ◽  
Historically White ◽  
White Institutions ◽  
Multi Level ◽  
The Impact ◽  
Historically White Institutions ◽  
Holistic Identity

As the overrepresentation of Black male collegiate athletes (BMCA) increases in National Collegiate Athletic Association (NCAA) Division I (DI) revenue-generating sports, coaches and athletic staff continue to overemphasize sport performance, while graduation rates for BMCA remain persistently lower than their peers and research continues to document transition out of sport concerns for this population. Proposing a multi-level approach, we explore the collegiate athletic factors that influence the holistic identity development of DI revenue generating BMCA at historically White institutions (HWIs) leading to difficulty transitioning out of sport. At the macro-level, the NCAA and its policies on eligibility are analyzed. At the meso-level, HWIs collegiate athletic departments and the impact of organizational practices are examined in regards to their impact on BMCA’s identity development, overall experiences and transition out of sport. Lastly, at the micro-level, we explore research focused on BMCAs’ experiences, expectations, and issues at HWIs. By identifying salient factors influencing BMCAs’ identity development and experiences, collegiate athletic stakeholders can use this information to create more effective programming and improve campus cultures that foster BMCAs’ holistic development on a systematized basis creating an environment where BMCAs are prepared to move into the next stage of life after sport ends.

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