Ident-i-me; Divers-u-see: Respecting race and culture through personal affirmation within group affiliation

Identity and Diversity are intertwined in unique ways. Their points of intersection are nuanced and unpredictable. Race, a significant label that embodies a set experiences, greatly influences how and in what ways we see ourselves, how others see us, and how we see others. It is a major factor of both our identity and diversity. What becomes complicated, controversial, and sometimes contemptuous is our inability to recognize that like identity, diversity is focused on the self as a primary starting point. We form internal understandings about who we are and the factors we believe are most crucial to our identity. and how we comprehend that which we define as different from us. Further, how each of us sees ourselves as individuals may or may not mirror how each of us sees ourselves as a member of a group. This holds that we may be members of a group that reflects certain sets of similar characteristics or values, but individually we reflect ideologies or characteristics that are not common to that group. How does this play out for people of color in a racialized society that has deliberately constructed unilateral definitions to categorize them? Whites are able to identify diversely as complex, multi-faceted individuals and as members of a collective. But racial stereotypes create the perception of people of color to be predictable and narrow in scope. The narrative is often pre-defined and relegated to a box that appeases the culture of power. The image that is the most amenable to prevailing value systems physically, socially, and culturally is the one most accepted and touted by the larger society. Pulling in the work of Cross, 1995, the presenter amplifies Black racial identity theory to illuminate the stages of “becoming “black. This is a launch pad for an interactive discussion of the assumptions that are attached to people of color and how people of color walk a fine line between individual expression of cultural identity, expectations of group affiliation, and social promotion and acceptance

Binding the Burden of Blackness: Facing History to Redefine Ourselves

To restrain and tie up the effects of systemic racism, a greater understanding of how race has impacted black people is necessary both intra-racially and interracially. This presenter seeks to reflect on her own understandings as an African American woman and discusses relevant topics that characterize a “black experience” Her goal is to unpack her reality, incorporating theory with lived experience, and share it as a pathway to ignite a forum to propel more racial introspection, understanding, and cohesion. Audience engagement and feedback will be encouraged

Emerging Lenses: Perspectives of Parents of Black Students on School Success

Emerging Lenses: Perspectives of Parents of Black Students on School Success Carole R. Collins Ayanlaja Department of Educational Policy Studies University of Illinois at Chicago Chicago, Illinois (2011) Dissertation Chairperson: Dr. Ward Weldon This study highlighted the relationship parents have with their child’s schooling from the context of race, culture, social networks, and parents’ perceptions of social and cultural capital sources that are operative for their children. It focused on how race matters to parents, and acknowledged parents’ perspectives of how school reacts to them and their children. The study identified how parents view the practices in schools and to what degree school makes connections with parents to support students. The theory that guided the study emphasized social capital, networks, race and schooling. Stanton Salazar’s network analytic approach recognized the formation of supportive relationships as critical for the success of minority youth. Coleman’s, Intergenerational Closure, established the concept of networking among families to propel student success. Ogbu’s argument offered a compelling, counter explanation of Black American achievement. Literature on race, ethnicity, parent involvement, and student resilience informed the study. Several findings emerged from the study. Parents believed that their children experienced racism and that the school was uncommunicative. They perceived the school to lack an effective means for them to get information and become involved. Parents didn’t form strong networks with peer parents that transmitted school information. They had a sense of social capital, but didn’t use it to maximize advocacy and connections with school. The researcher offered recommendations for school personnel to create opportunities for school-family bonds and to support in- home involvement that complements family strengths. The study directed policy makers to develop neighborhood-enhancement programs and work with families to identify obstacles that prevented families from partnering with the school. The study suggests that students identify school and community advocates. Parents were advised to seek opportunities for involvement and monitor the progress of their adolescents. Further, they should communicate with schools to keep the academic needs of their children at the forefront, keep themselves informed about school practices, and leverage social capital to increase their influence upon schools

Promoting Social and Academic Wellness Among African American Adolescent Males: Culturally Responsive Approaches

African American adolescent males are at increasing risk for mental health challenges. Statistics indicate that depression and anxiety are of primary concern. Historical and social conditions, including institutionalized racism, produce stressors for Black males and propel negative public attitudes. The responses of healthcare professionals and school personnel to the mental health needs of Black adolescent males are generalized with limited focus on this specific population and effective interventions. The authors identify and describe predominant mental health conditions in Black male adolescents and describe the current landscape of emotional health impacting this population. They identify determinant factors that lead to poor mental health. Activating a social-constructivist approach, the authors recommend culturally responsive approaches to address the problem and improve outcomes, along with future directions

Promoting Social and Academic Wellness Among African American Adolescent Males: Culturally Responsive Approaches

African American adolescent males are at increasing risk for mental health challenges. Statistics indicate that depression and anxiety are of primary concern. Historical and social conditions, including institutionalized racism, produce stressors for Black males and propel negative public attitudes. The responses of healthcare professionals and school personnel to the mental health needs of Black adolescent males are generalized with limited focus on this specific population and effective interventions. The authors identify and describe predominant mental health conditions in Black male adolescents and describe the current landscape of emotional health impacting this population. They identify determinant factors that lead to poor mental health. Activating a social-constructivist approach, the authors recommend culturally responsive approaches to address the problem and improve outcomes, along with future directions