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Full-Text Articles in Education
In Search Of Progressive Black Masculinities: Critical Self-Reflections On Gender Identity Development Among Black Undergraduate Men, Keon M. Mcguire, Ph.D., Jonathan Berhanu, Charles H.F. Davis Iii, Shaun R. Harper, Ph.D.
In Search Of Progressive Black Masculinities: Critical Self-Reflections On Gender Identity Development Among Black Undergraduate Men, Keon M. Mcguire, Ph.D., Jonathan Berhanu, Charles H.F. Davis Iii, Shaun R. Harper, Ph.D.
Shaun R. Harper, Ph.D.
During the last several decades, research concerning the developmental trajectories, experiences, and behaviors of college men as ‘‘gendered’’ persons has emerged. In this article, we first critically review literature on Black men’s gender development and expressions within college contexts to highlight certain knowledge gaps. We then conceptualize and discuss progressive Black masculinities by relying on Mutua’s germinal work on the subject. Further, we engage Black feminist scholarship, both to firmly situate our more pressing argument for conceptual innovation and to address knowledge gaps in the literature on Black men’s gender experiences. It is our belief that scholars who study gender …
His Experience: Toward A Phenomenological Understanding Of Academic Capital Formation Among Black And Latino Male Students, Shaun R. Harper, Ph.D., Collin D. Williams Jr., David Pérez Ii, Ph.D., Demetri L. Morgan
His Experience: Toward A Phenomenological Understanding Of Academic Capital Formation Among Black And Latino Male Students, Shaun R. Harper, Ph.D., Collin D. Williams Jr., David Pérez Ii, Ph.D., Demetri L. Morgan
Shaun R. Harper, Ph.D.
St. John, Hu, and Fisher (2011) define academic capital formation as “social processes that build family knowledge of educational and career options and support navigation through educational systems.” The authors suggest that particular interventions, programs, and services can equip students from lower-income backgrounds and their families with knowledge of and membership in networks that ultimately help them access colleges and universities, attain postsecondary degrees, and transition into the middle class. This chapter focuses on academic capital formation among Black and Latino male students, with a particular emphasis on giving voice to their navigational experiences along various dimensions of the St. …
African American Students In Counselor Education Programs: Perceptions Of Their Experiences, Malik S. Henfield Ph.D., Delila Owens Ph.D., Sheila Witherspoon Ph.D.
African American Students In Counselor Education Programs: Perceptions Of Their Experiences, Malik S. Henfield Ph.D., Delila Owens Ph.D., Sheila Witherspoon Ph.D.
Sheila Witherspoon Ph.D.
The authors explored 11 African American doctoral students' perceptions of their experiences in counselor education programs, and their findings are presented. Using a phenomenological methodological framework, the authors investigated the various systems of support that students use as they navigate their respective programs. Human agency was the theoretical framework for this study, and 4 themes emerged from the data: assertiveness. more experienced African American students, race-based organizations, and personal and professional care from advisors. Implications for students and counselor education programs are discussed.
Pathways: A Qualitative Analysis Of African American Women’S Career Trajectory In S.T.E.M.-Based Careers: Impacting And Informing A Career Development Pipeline Program For African American Girls, Sheila Witherspoon Ph.D.
Pathways: A Qualitative Analysis Of African American Women’S Career Trajectory In S.T.E.M.-Based Careers: Impacting And Informing A Career Development Pipeline Program For African American Girls, Sheila Witherspoon Ph.D.
Sheila Witherspoon Ph.D.
The presentation explored a pilot study examining African American women’s introduction and exposure to S.T.E.M. based fields, how it augmented their career trajectory, and their beliefs on how findings can inform the design and implementation of career development pipeline programs that support the admission, recruitment and retention of African American girls’ pursuit of STEM based careers.
“Teaching While Black”: Narratives Of African American Student Affairs Faculty, Lori Patton, Christopher Catching
“Teaching While Black”: Narratives Of African American Student Affairs Faculty, Lori Patton, Christopher Catching
Lori Patton Davis
African American faculty have historically been underrepresented within predominantly white institutions (PWIs) and deal with academic isolation, marginalization of their scholarship, and racial hostility. Little is known about the experiences of African American faculty who teach in student affairs graduate programs. The purpose of this study was to focus on their experiences through examination and utilization of their personal counter-narratives. This manuscript highlights the racial profiling that often shapes their experiences. We employ a qualitative critical race analysis that utilizes counterstorytelling as method to elucidate the experiences of the 13 African American faculty participants in our study.