scholarly journals Language, Learning, and Literacy: Understanding the Social Linguistic Context of African-American Students as a Value in Library Services to Diverse Children in the United States

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Shari A Lee
Keyword(s):  
United States ◽  
African American ◽  
Language Learning ◽  
African American Students ◽  
The United States ◽  
Library Services ◽  
Linguistic Context ◽  
A Value ◽  
The Social ◽  
American Students

THE “NINE LIVES” OF OPPOSITIONAL CULTURE?

2013 ◽  
Vol 10 (1) ◽  
pp. 279-289 ◽  
Author(s):  
Amanda E. Lewis
Keyword(s):  
United States ◽  
African American ◽  
Black Students ◽  
African American Students ◽  
The United States ◽  
Acting White ◽  
Oppositional Culture ◽  
School Norms ◽  
American Students ◽  
Race And Education

Some of the more influential research on race and education published in the last few decades comes from the work of John Ogbu and Signithia Fordham (Fordham 1988; Fordham and Ogbu, 1986; Ogbu 1978, 1987, 1991, 2003). In Ogbu's writing about the oppositional culture hypothesis, he argued that Black students frame their relationship to schooling through the lens of their historic marginalization in the United States. Out of their understanding of their systematic disenfranchisement, Ogbu suggested that “they not only generate theories [that] contradict dominant notions of status attainment and produce disillusionment about the instrumental value of school; but develop substantial distrust for school and its agents which then suppresses commitment to school norms” (Lewis et al., 2008, p. 259). Together, Fordham and Ogbu (1986) expanded on these ideas in their article on the “acting White” hypothesis suggesting that students not only disengage from school themselves, they also put pressure on their Black peers not to work hard in school lest they be accused of “acting White.” Together these two interconnected theories have gained substantial notoriety and have become part of the general commonsense about why Black students are not doing better in school—“the problem,” it is believed, is the academic disengagement or “oppositional culture” of African American students.

Introduction

2018 ◽  
pp. 3-10
Author(s):  
Elaine Allen Lechtreck
Keyword(s):  
United States ◽  
African American ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
The United States ◽  
Social Gospel ◽  
Southern States ◽  
The Social ◽  
History Of ◽  
Martin Luther King

The introduction includes Bible verses cited by ministers to defend segregation and verses to oppose segregation. There are slices of the history of the United States, the Civil Rights Movement, and African American history. The southern states, where white ministers confronted segregation, are identified. The term “minister” is explained as well as the variety of labels given these ministers ranging from “Liberal,” Progressive,” “Neo-Orthodox,” “Evangelical Liberal,” “open conservative,” ‘Last Hurrah of the Social Gospel Movement” to “Trouble Maker,” “Traitor, “ “Atheist,” “Communist,” “N_____ Lover.” Rachel Henderlite, the only woman minister mentioned in the book, is identified. Synopses of the book’s seven chapters are included. Comments by historians David Chappell, Charles Reagan Wilson, Martin Luther King, Jr., Ernest Campbell, and Thomas Pettigrew are cited.

scholarly journals #aintnobodygottimeforthat: cultural appropriation, stylization and the social life of hashtag interjectionality

2019 ◽  
Vol 10 (1) ◽  
pp. 85-97
Author(s):  
Anne H. Fabricius
Keyword(s):  
United States ◽  
Social Media ◽  
African American ◽  
Social Life ◽  
Language Use ◽  
American English ◽  
The United States ◽  
Cultural Appropriation ◽  
The Social ◽  
The Future

Th is paper will discuss a particular hashtag meme as one example of a potential new manifestation of interjectionality, engendered and fostered in the written online context of social media. Th e case derives from a video meme and hashtag from the United States which ‘went viral’ in 2012. We will ask to what extent hashtags might perform interjectional-type functions over and above their referential functions, thereby having links to other, more prototypically interjectional elements. Th e case will also be discussed from multiple sociolinguistic perspectives: as an example of the (indirect) signifying of ‘whiteness’ through ‘black’ discourse, as cultural appropriation in the context of potential policing of these racial divides in the United States, and as a case of performative stylization which highlights grammatical markers while simultaneously downplaying phonological markers of African American English. We will end by speculating as to the implications of the rise of (variant forms of) hashtags for processes of creative language use in the future.

Roll of Thunder, Hear My Cry

2020 ◽  
pp. 78-111
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

Lifting Every Voice Throughout the Nation

2018 ◽  
Vol 40 (3) ◽  
pp. 142-162 ◽  
Author(s):  
Nancy E. Weiss
Keyword(s):  
United States ◽  
African American ◽  
American History ◽  
African American History ◽  
The United States ◽  
Library Services ◽  
National Museum ◽  
New Professionals ◽  
Grant Programs ◽  
American Experience

The National Museum of African American History and Culture Act authorized the Institute of Museum and Library Services (IMLS) to establish grant programs for museums of African American history and culture. Through its Museum Grants for African American History and Culture program, IMLS helps these museums improve operations, enhance stewardship of collections, engage in professional development, and attract new professionals to the field. The Act has fostered a national ecosystem that leverages the collective resources of the National Museum and African American museums throughout the United States to preserve and share the strength and breadth of the African American experience.

Examining the Every Student Succeeds Act's Impact on African American Students’ Mental Health Access

2018 ◽  
Vol 120 (13) ◽  
pp. 1-16
Author(s):  
Larry J. Walker
Keyword(s):  
Mental Health ◽  
African American ◽  
African American Students ◽  
The United States ◽  
Health Access ◽  
Block Grant ◽  
Student Behaviors ◽  
American Students ◽  
Academic Enrichment ◽  
Mental Health Access

African American students from underserved communities throughout the United States are exposed to a variety of traumas, including community and intrafamilial violence. Far too often, members of the school-based staff misinterpret combative student behaviors, which are viewed as acts of defiance. However, the factors that contribute to academic and/or emotional problems are not properly contextualized. Ensuring that students have access to comprehensive mental health services is critical. Historically, school districts have depended heavily on federal resources to address the mental health needs of students from minority and low socioeconomic backgrounds. For this reason, examining the Every Student Succeeds Act's (ESSA's) new block grant program, the Student Support and Academic Enrichment Grant, is important. Under ESSA, several programs were consolidated or eliminated. The grant funds the Safe Schools/Healthy Students initiative, which focuses on mental health, among other issues. This article examines how a shift in federal policy could affect mental health access among African American students from underserved backgrounds. “We must, by including special school aid funds as part of our education program, improve the quality of teaching, training, and counseling in our hardest hit areas.” — Lyndon B. Johnson, January 8, 1964

Community Among African American Students on Small, Predominantly White Campuses: The Unforeseen "Minority within a Minority" Experience

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Robert A. Littleton
Keyword(s):  
African American ◽  
Predominantly White ◽  
African American Students ◽  
Qualitative Methodology ◽  
The United States ◽  
Primary Data ◽  
Cultural Experience ◽  
American Students ◽  
Semistructured Interviews ◽  
White Campuses

This article describes the experiences of 16 African American students who attended four small, predominantly White colleges in the Southern Appalachian region of the United States. The African American community at these small colleges can sometimes be an unforeseen cultural experience especially for Black male and female nonathletes. Qualitative methodology guided the study with semistructured interviews as the primary data source.

Roll of Thunder, Hear My Cry

2021 ◽  
pp. 781-806
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
Culturally Responsive ◽  
The United States ◽  
Educational Institutions ◽  
Failing Schools ◽  
Culturally Responsive Practices ◽  
American Students

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for failing schools. The literature and case study in this chapter provides a sociohistorical look at the education of African Americans and African American parents' perceptions of charter schools and their expectations that they hold for educational institutions. The level of hope that was evident from the parent narratives centered on non-academic measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students. The case study does not suggest that charters are the solution to educational inequity but may serve as one promising avenue for educational reform that should be informed by culturally responsive practices that encourage collaboration between schools and African American families.

The Great Black Hope: An Examination of African American Parent Perspectives at Bass Charter Academy

2019 ◽  
Vol 200 (3) ◽  
pp. 175-184
Author(s):  
Andrea N. Smith
Keyword(s):  
African American ◽  
Charter Schools ◽  
African American Students ◽  
The United States ◽  
African American Parents ◽  
Parent Perspectives ◽  
Equal Opportunities ◽  
African American Parent ◽  
American Students ◽  
Shed Light

Since the conception of education in the United States, schools have been the battlegrounds for equal opportunities among African American students. In an effort to improve educational options and achievement for such students, charter schools have emerged as a popular solution for African American parents. Findings from this study shed light on the experiences of African American parents who enrolled their children in Bass Charter Academy. The level of hope that was evident from the parent narratives centered on nonquantitative measures such as cultural pride and caring environments and mirrored that of pre-Brown schools that served African American students.

Sign in / Sign up

Export Citation Format

Share Document