The Invisible Tax: Exploring Black Student Engagement at Historically White Institutions

Autor/in	Givens, Jarvis R.
Titel	The Invisible Tax: Exploring Black Student Engagement at Historically White Institutions
Quelle	In: Berkeley Review of Education, 6 (2016) 1, S.55-78 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-5578
Schlagwörter	College Students; African American Students; Learner Engagement; Student Experience; Autobiographies; Ethnography; Racial Bias; Stress Variables; African American Education; Afrocentrism; Critical Theory; Race; Student Organizations; California (Berkeley) + Suchen Sie Ihr Suchwort? Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Studienerfahrung; Autobiography; Autobiografie; Autobiographie; Ethnografie; Racial discrimination; Rassismus; Afro-centrisme; Afrozentrismus; Kritische Theorie; Rasse; Abstammung; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung
Abstract	Given the upsurge of political demonstrations by Black students in response to the highly publicized killings of unarmed Black people, this paper explores student engagement theory through the racialized experiences of Black students at Historically White Institutions (HWIs). Employing autoethnography and analyzing secondary literature on historical and contemporary experiences of Black students in higher education, this paper argues that traditional readings of student engagement theory fail to capture the complexities of Black student engagement. In confronting anti-Blackness, these students pay an invisible tax that manifests in the mental, physical, and emotional resources that could be allocated to promote success in the campus environment but are instead utilized to merely survive as students. Black students experience a set of inherent dilemmas; they are both invested in higher education for social uplift, and they simultaneously employ Black nationalist ideals through their student organizing--these challenges are present within the broader trajectory of Black education. (As Provided).
Anmerkungen	Berkeley Graduate School of Education, University of California, 5648 Tolman Hall, Berkeley, CA 94702. Tel: 510-328-3701; e-mail: bre_editor@berkeley.edu; Web site: http://www.berkeleyreviewofeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01