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We argue that gentrification is school pushout by a different name, displacing Black children and families through multiple modes of hypersurveillance, invisibility, criminalization, and disposability. We share vivid frontline experiences as Black women educators and a Jewish American woman educator while foregrounding the multiple ways in which we advocate for and as Black educational stakeholders to placemake through research, community engagement, and activism. Additionally, we posit the ways in which gentrification functions as a nuanced, complex carceral state that fuels neighborhood and school pushout in a historic Black Southwest Atlanta community by weaving how "turnaround" schools function as carceral spaces for Black students, teachers, and families through policies and practices. To accomplish this, we share narratives of our quotidian lives with housing and urban education reform practices outlining how an urban education reform agenda in a majority Black city intersects with urban renewal/negro removal, highlighting how profiteers conveniently misuse narratives of Black suffering and Black educational deficits. As both protectors of and penalized alongside Black children in a carceral school state—as residents and teachers—we are doubly impacted by gentrification and urban education reform and "marginalized by association." yet we persist by affirming our commitment to a path of freedom in the midst of our beloved communities shifting and coddling social and material capital possessed by gentrifiers. [ABSTRACT FROM AUTHOR]

The article focuses on the concept of abolition as creating paths to freedom, particularly in the context of education and the English language arts (ELA) classroom. It discusses the importance of intentional support, advocacy, and accomplice actions to empower Black and Brown students, highlighting strategies for educators to foster educational justice and inclusivity in their classrooms.

In this column, I urge educators to reject transactional partnerships in their family literacy work. Drawing from my research centering Black parents' school engagement experiences, I examine two types of transactional partnerships: those that tether high‐quality education to educators' perceptions of parenting, and those that tether high‐quality education to parents' levels of advocacy. Ultimately, I consider four characteristics of educators enacting more liberatory family literacy work. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

From the ending of the XVIII century, there are in Cuba a distinguished group of People with a great monetary power and interested in culture. Colonial authorities don't feel safe with this people who has something in common: they are afro-descendant. This s the main argument for create a politic oppression designed for destroy this economic elite. This was created against the colonial system and they were involved in polemic actions like La Escalera Conspiracy in 1844. But colonial authorities just can pull down their economic power, not their ideas. With this paper, from the view of the oppression against black people, we want to give light about the resistance and the educational level that black Cubans reach in the most significant time within the process of creation of the whole Cuban identity between 1844 and 1898. [ABSTRACT FROM AUTHOR]

This article presents a grounded theory analysis of interviews with eight Black and nine white teachers in Nova Scotia, Canada. Patterned differences emerge between discourses used by Black versus white teachers to understand the roles of Black students' families in academic achievement. In varying degrees and respects, Black teacher interviewees viewed Black families positively, while white teacher interviewees usually viewed Black families negatively. Both perspectives have implications for family–school relationships: The negative perspectives reinforce the status quo and are characteristic of cultural racism as described by Bonilla-Silva, while positive expectations resist the status quo by identifying strength in Black families and communities. Our suggestions include dedicating resources to increasing the numbers of Black teachers in our schools and developing teacher training focused on how to relate to families across race and culture, in anti-racist and culturally sensitive ways. [ABSTRACT FROM AUTHOR]

The current study relies on in-depth interviews with 65 Black males to explore their experiences in a Black Male Initiative (BMI) program at three different higher education institutions in the US. In discussing their narratives, the students articulate the qualitative contributions that BMI had on their sense of self and connectedness on campus. In particular, BMI helped the men formulate a micro-community, which was centered on their shared experiences and cultural familiarity and provided opportunities for them to learn more about themselves. The research findings detail the men's bonding experiences, including ways their identities matter in how they relate to one another, connect and engage with other Black men, and learn about their race and gender identities. These findings challenge deficit projections of Black male students as underachieving and uncaring about their education (and future) and highlight some benefits they attribute to and accrue from being in community. [ABSTRACT FROM AUTHOR]

Traditional conceptualizations of parent involvement are applied in paradoxical ways to Black families – schools ostensibly seek families' participation in schooling, while positioning multiply-marginalized Black families as deficient and disregarding their contributions. This article explores the experiences of Black families of Black girls using a Disability Critical Race Theory (DisCrit) framing. Our exploration reveals how Black families experience and resist racism and ableism imbued in traditional conceptualizations of parent involvement grounded in white, middle-class families' norms. We describe ways Black families (1) relocated the problem from Black girls' behavior to schools' expectations and actions; (2) shifted schools' priorities from a focus on disciplining dis/abled Black girls to a focus on their support needs; (3) initiated dialogue to support Black girls; and, (4) assisted Black girls in recognizing, processing, and responding to racism and ableism. Through this discussion, we address ways to reconceptualize parent involvement to center multiply-marginalized Black families' priorities and contributions. [ABSTRACT FROM AUTHOR]

Background/Context: This conceptual essay contributes to recent education research on immigrant youth from West African countries that examines the interplay of popularized narratives of immigrant youth and young adults, and their Diasporic literacy practices. Specifically, we examine embodied Diaspora literacies as affirming and extending presences and absences of Black immigrant bodies across two contexts: an after-school African Club, and a qualitative inquiry of civic learning and action-taking of immigrant youth and young adults from West African countries. Purpose: We theorize in this conceptual essay the interplay of the humanity of Black immigrant youth and young adults and their embodied Diaspora literacy practices. We highlight possibilities for research, literacy teaching, and teacher education when intentionally naming, affirming, and building with the humanity of Black immigrant youth and young adults from West African countries--what we conceptualize as humanizing the Black immigrant body. We conceptualize humanizing the Black immigrant body as an enacting of embodied Diaspora literacies. In theorizing embodied Diaspora literacies, we build with African Indigenous lensings, and African, Black, and Chicana/Latina feminisms. We further contextualize humanizing the Black immigrant body as an enacting of embodied Diaspora literacies expressed in the creative and artistic practices and artifacts of artists, literary authors, playwrights, and youth and young adults who have long authored and told narratives that affirm, extend, and historicize the strengths of Black immigrant communities. Interpretive Analysis: We highlight in this conceptual essay the urgency of humanizing the Black immigrant body across four moments, or tellings of embodied Diaspora literacies. Our use of Diasporic tellings, an intentional naming and humanizing research approach, draws on the words of Chinua Achebe, the Nigerian author who reflected on the urgency of a global "balance of stories." We examine four Diasporic tellings: (1) youth in an African Club in a high school in New York City attending an off-Broadway play authored by a daughter of Ghanaian immigrants, (2) participating in a group discussion following the play, and (3) engaging in Youth Participatory Action Research inquiries; and (4) youth and young adults from West African countries discussing their creative and artistic embodied Diaspora literacies, and civic learning and action-taking across contexts of peers, schooling, and families. Conclusion / Recommendations: We theorize humanizing the Black immigrant body as a vibrant, necessary research and teaching stance to recognize the humanity of Black immigrant youth who daily negotiate and render visible their language and literacy practices. These practices comprise the coalescing of Black immigrant bodies, discursive perspectives, and material artifacts of teaching and learning, and their racialized, social, and educational experiences across contexts of schools and communities. These Diasporic tellings provide important insights for productive approaches in research, teaching, and teacher education with youth and young adults making sense of the lives of Black immigrants, across contexts of literacy learning and lived experiences that meaningfully recognize the humanity of Black immigrant youth from West African countries. [ABSTRACT FROM AUTHOR]

The article focuses on the existence of anti-Black racism and sociology in Black liberation in Canada. Topics discussed include multiplicity of Blackness, political activities of diverse Black communities, supremacy of white people, presence of Blacks in educational spaces and policies for controlling race inequalities.

Using interview and observational data in one rural southern high school, this study explores how students are organized by race and how they negotiate those arrangements in predominantly Black school context. Although predominantly Black schools can provide safe spaces for Black students to thrive socially and academically without suspicion o f criminality, this study reveals that they can also contain demeaning disciplinary treatment and exclusion from predominantly White learning spaces and dances. The findings thus expose racial disparity in students ' spatial, academic, and disciplinary organization, as well as the consequences fo r reproducing racial inequality in students' social lives. From academics to discipline, students' racially stratified positions in school reflect a historical legacy o f limiting Black students' physical movement and intellectual opportunity. [ABSTRACT FROM AUTHOR]

The article presents a biography of U.S. educator Booker T. Washington. He was born in the year 1856 in Virginia. He contributed in the education and development of black people. He collaborated with educator J. L. M. Curry, entrepreneur John M. Parker and Colonel Henry Watterson for the prosperity of skilled black teachers, farmers and tradesman. He was also acknowledged as the leader of the U.S. black community in the during the nineteenth and twentieth centuries.

Historically Black Colleges and Universities (HBCUs) are post-secondary institutions which, at one time, were considered to be particularly affected by the digital divide. Research study results have suggested the need for HBCUs to continuously increase campus technology. Guided by four research questions, this study examines the current state of electronic access at HBCUs by analyzing 20 library Web sites. Study findings discuss the extent to which the sites provide patrons with access to library materials and services. Non-HBCU library Web sites are also analyzed to add an element of comparison and contrast. Findings indicate that HBCUs still face some challenges in technological service provision but their library Web sites show evidence of progress being made to bridge the digital divide. [Copyright &y& Elsevier]

This essay includes a survey and analysis of social, cultural and political factors and forces contouring and configuring the state and trajectory of African-American Sports involvement as we enter the second decade of the 21st Century. These factors include the circumstances and conditions of the traditional Black community; Black educational challenges; the issue of race, justice, and power; and the "collegiate athletic arms race" in the age of globalization in sport and society. [ABSTRACT FROM AUTHOR]

This program development project integrated dance/movement therapy concepts and Dr. Joy DeGruy's Post traumatic slave syndrome (PTSS) theory, with the goal of helping African American adolescents in Chicago's Roseland neighborhood understand, explore and heal from PTSS. The Delphi Method was used to gather information from collaborators via individual interviews and follow up surveys. Collaborators—all experienced with African American adolescents in the Roseland neighborhood and similar neighborhoods—included one African American dance/movement therapist, one program developer, an arts and education director, and an arts education manager. Information sought from collaborators was guided by a Theory Logic Model resulting in clearly identified inputs, activities, outputs, outcomes and impacts. The resulting program, titled Healing in Motion, consists of ten modules focused on healing domains from DeGruy's PTSS model. Each module uses DMT and creative arts approaches for addressing the healing domains. Practical strengths-based activities support healing and positive community engagement. Program adaptations, evaluation suggestions and supplemental activities beyond the current program are suggested. [ABSTRACT FROM AUTHOR]

Why is the universal starting point of Black identity positioned around the history of colonialism, slavery, and servitude taught as damaged histories within the curriculum and disseminated through a Eurocentric viewpoint? How do we put back together a fractured, self-consciousness in an educational setting that negates the affective, conative, and cognitive domains of Black learner identities? The aim of this article is to identify, describe, evaluate, and then challenge through classroom practice (praxis) the prevailing myth of Black African Caribbean inferiority in the schooling process. It is concerned with the educational damage to Black children as a group who have culturally been identified in the literature as having negative experiences and low achievement outcomes in mainstream schooling. Utilizing Afrocentricity as the paradigmatic shift, the study described in this article was conducted to support those Black students' affective, conative, and cognitive domains within an African episteme of guided group pedagogy. The classroom fieldwork described, over an intense 4-month period, used the researcher's reframed units of change. [ABSTRACT FROM AUTHOR]

Education has demonstrated consistent links with many aspects of physical health and is theorized to relate to a variety of behavioral and psychosocial antecedents of health that may ultimately account for these associations. However, many of these associations and the extent to which they manifest specifically for African Americans have not been thoroughly tested. We examined associations of education—distinct from income—with established behavioral and psychosocial antecedents of health in a national sample of African Americans. Education favorably related to many behavioral (e.g., fruit/vegetable intake, lifetime smoking) and psychosocial (e.g., self-efficacy, personality traits, self-esteem, psychological well-being) antecedents of health, but not to all. Some evidence of stronger salutary relations of education for women was found. Results suggest that, for African Americans, education is generally favorably associated with an array of behavioral and psychosocial antecedents of physical health, partially explaining health disparities and providing a point of intervention moving forward. [ABSTRACT FROM AUTHOR]

Between 1862 and 1875, most of the teachers in North Carolina's schools for the freedpeople were black. The vast majority of these teachers were from the South, mostly North Carolina, and many were former slaves. Yet, for over a century, the teachers of the freedpeople had been consistently portrayed as northern white women. Using North Carolina as a case study, this article examines the life and work of southern black teachers during the Civil War and Reconstruction eras, 1862–1875. In particular, it investigates how formerly enslaved men and women organized and mobilized to create a sustainable system of schooling for both themselves and their children. In doing so, this article demonstrates that southern black men and women were not passive recipients of northern largesse. Instead, it argues that North Carolina's black population played a powerful role in shaping the contours of southern black schooling. [ABSTRACT FROM AUTHOR]

Introduction: Because apolipoprotein L1 (APOL1) risk variants may contribute to live donors' kidney failure postdonation, professional guidelines suggest informing potential donors with African ancestry about the availability of APOL1 genotyping. This study assessed African American (AA) donors' perceptions of APOL1 genetic testing and how APOL1 may affect ethnic identity. Methods/Approach: Four focus groups were conducted with AA donors about their decision-making for and perceptions of APOL1 genetic testing and donation to inform a new culturally targeted educational brochure on APOL1 genetic testing. Qualitative data were analyzed by thematic analysis. Findings: Seventeen donors participated (47% participation rate). Four major themes emerged. (1) In hypothetical scenarios, most participants would have undergone APOL1 testing during donor evaluation to make a more informed decision, but many would have still donated. (2) Participants desired information about how having 2 APOL1 risk variants affects the donor's and the recipient's health. (3) Participants referred to diversity of genetic ancestry and cultural constructions of racial/ethnic identity to question the population at risk for APOL1 risk variants and recommended that all potential donors undergo genetic testing and receive education about APOL1. (4) Participants worried that out-of-pocket costs would deter APOL1 testing and that APOL1 could become a preexisting condition and discriminate against AAs. Discussion: Our findings suggest that AA donors desire APOL1 testing to foster informed consent. Transplant clinicians should be aware of these responses to APOL1 testing and be sensitive to historical issues of distrust and discrimination. [ABSTRACT FROM AUTHOR]

Cervical cancer adversely impacts African American communities. While disparities in incidence remain unclear, communities continue to use forums to increase cervical cancer education. The purpose of this paper is to examine the efficacy of using community forums to increase human papillomavirus vaccine (HPVV) and cervical cancer knowledge in African American communities. This study is a one-group pretest–posttest study design using a 17-item questionnaire to collect data from 412 participants in diverse communities. Our analyses revealed perceived knowledge increased significantly after the forums for African American participants. For African Americans, perceived knowledge prior to the forums was explained by gender, access to care, and trust in clinical trials. After the forum, perceived knowledge was associated with access to care and trust in vaccines. Participants who had health insurance reported higher perceived HPV and cervical cancer knowledge and greater trust in vaccines. This study found community forums that address the cultural and historical context of research mistreatment related to HPVV development and include diverse racial/ethnic representation of stakeholders may be a useful strategy to increase HPVV, and cervical cancer knowledge in African American communities. [ABSTRACT FROM AUTHOR]

Black youth account for the largest number of new HIV infections among heterosexual youth. Mental illness and difficulties in emotion regulation contribute to increased reports of HIV/sexually transmitted infection (STI) risk‐related sexual behaviors in this group. Yet limited interventions exist to address this affective component of the sexual decision‐making process. The purpose of this paper was to describe the trial design, research challenges, and baseline characteristics from a study designed to fill this gap. Project GOLD was a pilot randomized controlled trial of a psychoeducational HIV/STI prevention intervention designed to address the role of mental illness and emotion regulation in HIV/STI risk among heterosexually‐active Black youth aged 14 to 17 (N = 108). Challenges encountered in the research process warrant further attention in future research (e.g., disagreement among the regulatory bodies on parental permission requirements). The most common mental health diagnoses were Recurrent Major Depressive Disorder (15.7%) and current substance abuse (7.4%). Participants reported higher levels of emotional suppression, and adaptive methods of emotion management, than culturally inappropriate expressions of anger or sadness. They also reported a mean age of 13.6 at first vaginal sex, used condoms 66% of the time for vaginal sex, and had an average of three sexual partners in the past 6 months. More than one‐quarter (26.9%) had sex with more than one person in the same day. These findings indicate intervention is crucial for this population. The forthcoming trial evaluation will indicate the promise of such interventions in reducing HIV/STI infections in this key population. [ABSTRACT FROM AUTHOR]

Abstract The purpose of the paper is to examine the effectiveness of a six-week, culturally sensitive, church-based health-promotion intervention in increasing nutrition label health literacy and health-promoting behaviors (i.e. healthy eating, healthy drinking, and physical activity) and improving weight and blood pressure among Black adults. Study participants are a sample of 321 Black adult churchgoers (N = 321) who were divided between an intervention group (N = 172) and a wait-list control group (N = 149). The health-promotion intervention program is informed by Health Self-Empowerment Theory. At post-test, the participants in the intervention group demonstrated significantly greater increases in nutrition label health literacy, overall level of engagement in health-smart behaviors, and levels of engagement in two specific health-smart behaviors (i.e. healthy eating and healthy drinking) compared with those in the wait-list control group. Implications of these findings for future similar health-promotion intervention programs and research are discussed. [ABSTRACT FROM AUTHOR]

In this article, I argue that the Black experience in the United States settler colony is one primarily based in a systematic erasure of indigeneity from the enslaved African. Understanding the Black condition as a manifestation of White America's historical response to indigeneity, I consider the marginalized perspectives of Black decolonization work that has pushed and continues to push back against the centuries-long history of settler colonialism in the region known as North America. Placing Black and Indigenous decolonizing histories and practices in conversation with each other is part of what I call Black-Indigenism and is inspired by the work of Sylvia Wynter. Wynter and others recognize Blackness as an integral factor in the argument for Indigenism that informs and furthers the aims of Indigenist and Indigenous decolonization educative work and movements. [ABSTRACT FROM AUTHOR]

This systematic review examined the extent to which marriage and couple relationship education programs targeting African-Americans utilize culturally relevant components and the efficacy of such components. Seven studies meeting the search criteria were included in the analysis. The types of culturally relevant components incorporated by the programs described in the studies included (a) the inclusion of spirituality and prayer, (b) racial/ethnic matching of facilitator and participants, (c) storytelling and oral tradition, (d) discussion of historical sociocultural factors, (e) integrated cultural values and racial identity, (f) strengths of African-American family and children, and (g) the use of Africentric principles and African-centered curriculum content. The findings suggest that African-American couples benefit from the incorporation of culturally relevant programs as a way to establish healthier relationships and couple satisfaction through improved relationship skills and communication. Overall support for cultural values essential in the African-American culture included connectedness, spirituality, strong African-American identity, and prayer. [ABSTRACT FROM AUTHOR]

Historically Black colleges and universities (HBCUs) are not monolithic as they differ in size, curriculum specializations, and a host of other characteristics. However, HBCUs share a mission of providing a higher education for Black students within the broader context of a discriminatory social environment. The ability to understand and articulate the fundamental characteristics, which shape Black colleges, can provide more nuanced conversations about these institutions’ contributions toward addressing equity and access for Black students in higher education. Historically, scholars have used social and cultural capital to explain the role HBCUs play in Black students’ academic careers. However, this article uses Community Cultural Wealth to discuss the various forms of capital that HBCUs impart to their students. Specifically, in this article, we argue that using such a lens when discussing HBCUs is important because it provides a more holistic and broader outlook regarding the forms of culture HBCUs provide to their students. [ABSTRACT FROM AUTHOR]

Peer educators have been shown to provide effective interventions in breast cancer screening. Few studies have compared the effects of peer education on breast cancer knowledge among peer educators and the community members who are subsequently reached through the peer education. Further, little is known as to whether those who received the education then go on to educate others in the community. The purpose of this study is to address those gaps. Using a pre- and post-test study design, we trained peer educators, provided the educators with resources to train community members, and assessed changes in knowledge. We sought to train ten educators and recommended each train ten community members in breast cancer knowledge and screening strategies. A total of 14 peer educators were trained, who subsequently trained a total of 121 community members, of whom 94 were African American women. Peer educators and community members, showed comparable increases in knowledge. Community members who were educated also increased intention to discuss breast cancer and breast cancer screening with their family, friends, and acquaintances. Our study suggests that it is feasible to train peer educators to increase knowledge among community members to the same level that they themselves experience when trained. Further, community members are interested in sharing information learned related to how much they learn from peer educators. [ABSTRACT FROM AUTHOR]

The article offers information on Irving Linwood Peddrew, III was the first black student admitted to Virginia Polytechnic Institute (VPI) in September 1953. It mentions that during the time Black students were considered for admission only if they wished to pursue a curriculum, such as engineering, that was not offered at Virginia State. It reports that Peddrew was not permitted to live on campus or eat in the cafeteria with the other cadets.

A 33-minute dramatic production, Do You Know?, was written and produced using episodic framing to create a storyline around several college students and the potential spread of HIV/AIDS. This edutainment project was also constructed using exemplars to present key health messages that show the importance of getting tested, knowing your status and protecting yourself in personal relationships. Study participants over 18 years old watched Do You Know? on the Internet (Facebook or YouTube) and completed a survey. Study participants under 18 years old watched the video as part of a focus group, completed the survey, and then participated in a 30-min discussion. The findings of this study suggest that edutainment and the Internet can be effective in reaching African Americans with important health information. [ABSTRACT FROM AUTHOR]

HIV/AIDS continues to impact communities of color at disproportionate rates. The Black church remains the most influential institution in the African-American community. This single institution has the power to influence stigma and beliefs needed to change perceptions about persons and families directly impacted by this disease. This research brief utilizes the Theory of Innovation as a framework to describe a training designed to prepare clergy to be the catalyst to influence their congregation and surrounding community about the importance of developing a response to HIV/AIDS. The training described prepared congregational faith leaders with suggestions for developing sermons as well as practical suggestions to help contextualize the reasons that the church is critical in the development of a response to the elimination of HIV in the African-American community. [ABSTRACT FROM AUTHOR]

The article focuses on several aspects of racial problems in the U.S. It mentions that the U.S. War Dept. has created the Freedmen's Bureau after the Civil War to assume responsibility for the newly emancipated slaves and their transition to freedom. It also mentions that white supremacists in Texas have violently opposed any effort aimed at educating blacks. It also mentions about the formation of the National Association for the Advancement of Colored People in 1909.

The article discusses developments in the operation of historically black colleges and universities (HBCU) during the era of the Niagara Movement as observed in the selected writings of Dean Kelly Miller. Also cited are a brief life history of Miller including his formally enslaved mother and freeborn father, his accomplishments like the first African American student to attend Johns Hopkins University, and his writings on such topics as race relations and political ideologies.

This article shows that, in panel settings when the probability of receiving a treatment is low simple comparisons of outcomes between those who are treated in a given period and those who are untreated in that period, but receive the treatment in some other period, approximately identify the average effect of the treatment on the treated. Monte Carlo simulations reveal that this approximate selection-correction substantially reduces selection bias relative to naive comparisons of outcomes between treated and untreated units. [ABSTRACT FROM AUTHOR]

This article presents reflections on the work of an African centered principal and teacher who have committed to transforming a traditional Midwestern public school into an African-centered public institution. The focus of the principal and teacher is to meet the cultural-educational needs of children within the community. This work records their efforts toward creating an African-centered school. The article also highlights African centered principal leadership and the critical need for African centered personal transformation as a prerequisite for African centered teaching. [ABSTRACT FROM AUTHOR]

This paper complicates notions of Black girlhood by examining the dual experiences of gendered racism that result in both strength and sadness in Black girls’ educational experiences. I highlight the need for a curriculum of liberation to combat historical and current social conditions negatively impacting school-aged Black girls, such as harsh disciplinary practices, low academic expectations, and sexual objectification. The Super-Girl phenomenon serves as a metaphor illustrating the balance and imbalance of multiple social constructs. Utilising constructivist grounded theory [Charmaz, K. 2006.Constructing Grounded Theory. London: Sage], the key concepts in the research derived directly from the voices of 18 school-aged girls (8–13) as well as my observations, interpretations, and related experiences. Data collection utilising observation notes, interviews, written responses, and activity products provided from monthly sessions over the course of two years, offer critical insight into some of the complexities of Black girlhood. The most striking common themes abstracted from their voices were concepts related to ‘strength’ and ‘sadness’ in their lives. Thematic narratives were found to be most relevant to (1) negative teacher–student relationships, as well as, (2) policed bodies and sexual objectification. This work offers specific recommendations for future girl empowerment programming, curriculum, and evidence-based intervention development that can aide in liberating Black girls. [ABSTRACT FROM AUTHOR]

This article draws upon data from semi-structured interviews conducted with black mixed-race males in the UK and the US, to argue that a revival of the black supplementary school movement could play an important role in the education of black mixed-race males. The article contends that a strong identification with blackness, and a concomitant rejection of the values of mainstream schooling, make black supplementary education a viable intervention for raising the attainment and improving the experiences of black mixed-race males. Whilst blackness was important to participants' understandings of their lived experiences, this did not engender a disregard for their mixedness. Supplementary schools must therefore find ways of recognising black mixedness within their practice. [ABSTRACT FROM AUTHOR]

This article presents an overview of how faculty in the School of Kinesiology at Auburn University (AU) are working with minority-serving institutions in similar disciplines to promote diversity and inclusion. Florida A&M (FAMU) and Albany State University (ASU) are both Historically Black Colleges and Universities (HBCU), and AU is a Predominantly White Institution (PWI). Part of this initiative has been accomplished through the development of AU's Future Scholars Summer Research Bridge Program in partnership with southeastern HBCUs. Success has been measured as an increase in student recruitment and increased opportunities for students from underrepresented groups seeking graduate opportunities. The partnership between FAMU and AU has also provided opportunities for faculty and students to promote diversity and be more inclusive through research collaborations. These partnerships are addressing this important need to be more purposeful in our efforts of establishing greater diversity and being a more inclusive discipline. [ABSTRACT FROM AUTHOR]

The article will provide a historical overview of anti-Black violence in the higher education system across three time periods: Colonial Era, Post-Civil War, and the mid-to-late twentieth century. Mapping violence demands a focus on how higher education historically has practiced anti-Black oppression coupled with how Black people have practiced resistance and life-making. Both the terms education violence (how systems of schooling limit and kill Black lives) and life-making (how Black people engage in alternative self-definition and self-care) are introduced to name pivotal moments in this history. Defining violence at structural, cultural, and direct levels, the paper accounts for how higher education has been an engine and reflection of racial hierarchy. The article ends with the implications history has for issues of anti-Blackness and movements for Black life-making in the higher education system today. [ABSTRACT FROM PUBLISHER]

This article investigates how the intersections of gender, race, policy, and student differences at historically Black colleges and universities (HBCUs) can impact student experience. Such an environment can displace and penalize those who do not adhere to the uniformity of heteronormative gender roles or respectability politics. Using intersecting themes that have emerged from press coverage of HBCUs as a departure, this article illustrates the ways Black respectability and conservatism are maintained through campus policy and creates an exclusionary environment for students on the margins. Through the conceptual lenses of respectability and othermothering we deconstruct this environment and opine that HBCUs, in these specific cases, stand in opposition to their founding mission of inclusion by perpetuating heteronormativity, stringent gender roles, and reinforce White supremacy. Ultimately, we call for HBCUs to reimagine the capability of campus environments to embrace variations of Blackness and disrupt marginalizing practices rooted in politics of respectability. [ABSTRACT FROM PUBLISHER]

The sociopolitical conditions in which Black queer college men exist in often marginalize them from fully participating in and engaging with the entire campus community. Some researchers suggest that Black queer men (BQM) create counterspaces on-campus to contend with their marginalization as racial, gender, and sexual minorities. This study explores the collegiate experiences of BQM who forged community and strong interpersonal relationships through a peer-support group. Using intersectionality and queer theoretical frameworks, this study interrogates heteronormativity, cisnormativity, and racism that BQM experiences within postsecondary settings. [ABSTRACT FROM PUBLISHER]

This chapter describes how Black, Hispanic, and White students responded to the use of African American stories in their mathematics classes. After working problems related to the story, all students rated their feelings about the story and how the story helped them think about mathematics. Results from student data and observations in class strongly demonstrate how using stories that affirm nondominant populations can be successful in engaging all students in mathematics. [ABSTRACT FROM AUTHOR]

Many Black parents consider racial climate and academic quality when thinking and making decisions about their children's schooling experiences. However, few studies have directly asked Black parents about the role they believe race will play in their children's schooling, if any. The authors interviewed 76 Black mothers ( M age = 34; SD age = 6.67) of children entering first grade ( M age = 6.13; SD age = 0.36), asking what role they believed race would play in their children's schooling. The authors found that mothers considered the racial composition of the school and the perspectives and behaviors of teachers and the administration to be important factors when assessing the role of race in their children's education. Mothers were also particularly concerned about the discrimination their sons may face because of their position as Black boys. Given these contextual factors, mothers considered themselves to be protective agents through their involvement in their children's academic lives. [ABSTRACT FROM AUTHOR]

Drawing from the lenses of critical race theory (CRT) and Pierre Bourdieu’s notion of habitus, this article compares the Jackie Robinson story with the Brown versus Board of Education narrative. This juxtaposition illustrates the similarities of these narratives and how interests converged racially. By comparing these historical narratives, we show that there are significant racial contingencies African Americans must internalize to integrate into society. In this sense, we argue that the Jackie Robinson story serves as a powerful and problematic pedagogy for Black males to be part of mainstream society—what we call “expected racial habitus.” [ABSTRACT FROM AUTHOR]

Since their inception 150 years ago, Georgia's historically black colleges and universities (HBCUs) have provided African American students with the best mechanism, and for some, the only opportunity to receive a collegiate education. Justifications for and against the continued relevance of HBCUs in Georgia have been raised and argued since the Brown decision in 1954 and the passage of the Civil Rights Act of 1964. More than 50 years after these monumental decisions Georgia's HBCUs remain relatively segregated, with lower endowments, budgets, graduation rates and higher cohort default rates than the state's Predominantly White Colleges and Universities (PWCU). In defiance of political tactics to close and merge them, and despite the confluence of lower average admission requirements, less funding for institutional scholarships, limited technological resources and smaller operating budgets, Georgia's HBCUs have persevered in providing higher educational opportunities not only for African Americans, but for students of all races. This entry focuses on HBCUs in the State of Georgia and adds to the literature on their history, purpose, effectiveness and continued relevancy. [ABSTRACT FROM AUTHOR]

The purpose of this study was to describe my academic journey as a gifted Black male with dyslexia. The central research question was the following: What were some of the stories along my academic pathway that seem significant? The research design positioned me inside the culture in which I am the topic of examination. The research methodology used for my analysis was autoethnography, which allows personal experiences to be explored through the intersection between narrative inquiry and ethnography. The approach allowed me to fully articulate my lived experiences, which provided a deeper understanding on how the intersectionality of race, dyslexia, and giftedness influenced my identity formation. An analysis of my journey led to the finding that the intersection of identity categories must be attended to, in order to support the learning of students with “triple-identity.” The article presents a theoretical model for exploring the intersectionality of those elements. [ABSTRACT FROM AUTHOR]