First Generation U.S.-Born Africans and the Expanded Nigrescence Theory: The Stretching of a Theory for a "Different" African American Experience at a Predominantly White Institution of Higher Education

Autor/in	De Walt, Patrick S.
Titel	First Generation U.S.-Born Africans and the Expanded Nigrescence Theory: The Stretching of a Theory for a "Different" African American Experience at a Predominantly White Institution of Higher Education
Quelle	(2009), (466 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Colorado at Boulder
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-8130-9
Schlagwörter	Hochschulschrift; Dissertation; African Americans; Race; Critical Theory; Racial Attitudes; Racial Identification; Afrocentrism; Generational Differences; Whites; Colleges; Racial Factors; Case Studies; Ethnography; Surveys; Stereotypes; Social Attitudes; Social Bias; Anxiety; Social Theories + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Afroamerikaner; Rasse; Abstammung; Kritische Theorie; Rassenfrage; Afro-centrisme; Afrozentrismus; White; Weißer; College; Hochschule; Fachhochschule; Case study; Fallstudie; Case Study; Ethnografie; Survey; Umfrage; Befragung; Klischee; Social attidude; Soziale Einstellung; Angst; Gesellschaftstheorie
Abstract	This dissertation explores the applicability of a "stretched" Expanded Nigrescence theory (Cross and Vandiver 2001; NT-E) to the racial identities/attitudes of six First Generation U.S.-Born Africans (FGAs) at a predominantly White institution (PWI). This instrumental case study blended ethnographic techniques and surveys to tell the stories of social actors regarding their university experiences and the impact on their racial attitudes/identities. This study initially sought to stretch the NT-E by making the role of consciousness more explicit via a "diasporic consciousness". "African American" and "Black" were at times viewed as polarizing identities or accepted depending on the situated context. These shifts were also connected to their experiences associated with forms of stereotyping (e.g., "spotlight or race image anxiety" or "stereotype threat"), shedding light on the distinct racial attitudes of miseducation and Afrocentricity. To engage both diasporan and continental aspects of Africanity, a transitional theoretical shift from the NT-E focusing on using diasporic consciousness as the primary theoretical lens for exploring the racial identity formation/development of FGAs at PWIs. This explicit focus on the effects of a diasporic consciousness (De Walt, 2009) comprised of synthesizing elements of Africana Critical Theory (ACT; Rabaka, 2009), double consciousness (Du Bois, 1903), differential consciousness (Sandoval, 2000), and third person consciousness (Fanon, 1967) highlights as well as acknowledges the complexities of racial identification of Africana people. In doing so, NT-E's fundamental framework of a Black Nationalistic, Afrocentric and/or "African American" perspective on what it means to be "Black" has to be revisited, rethought, and/or replaced with the notion of "a lived script" that acknowledges the heterogeneity of Africana people within the United States. Building on this notion of a lived script, the formation of "a lived diasporic consciousness" both from a theoretical and practical standpoint aims to accomplish this task for Africana people. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10