Self-Acceptance in Black and White

Autor/in	Hasberry, Abigail
Titel	Self-Acceptance in Black and White
Quelle	In: Education Sciences, 9 (2019), Artikel 143 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Self Concept; African American Teachers; Private Schools; Whites; Racial Composition; Racial Identification; Social Influences; Coping; Social Support Groups; Social Class; African Americans; Child Rearing; Cultural Relevance; Adoption + Suchen Sie Ihr Suchwort? Selbstkonzept; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Private school; Privatschule; White; Weißer; Sozialer Einfluss; Bewältigung; Social support; Soziale Unterstützung; Social classes; Soziale Klasse; Kindererziehung
Abstract	This reflective, autoethnographic qualitative case study at focus in this article is based on broader research on the experiences of Black teachers working at predominantly white and affluent private schools in the United States. It was motivated by the author/researcher's own experiences of personal, academic, and professional racial identity development as a student, educator, parent, and educational administrator while living and working in predominantly white and affluent communities. The two main research questions this study engaged were: (1) How did the author/researcher develop her Black identity as a transracial adoptee living at the intersection of race and class; and, (2) What was the author/researcher's journey towards her present state of racial self-acceptance and understanding? Three ancillary research questions were also engaged: (a) How did social and societal factors influence the author/researcher's racial identity development? (b) How did the author/researcher build a support network of personal and professional community? and, (c) How was the author/researcher able to get to a place of self-love? Using Hill Collins' (1998) intersectional analysis framework and Cross's (1991) theory of Black racial identity development, this article explores the author/researcher's experiences as an affluent racialized minority by unpacking lived experiences, coping strategies, and support mechanisms that led to her current professional calling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01