'I Was Involved as an Equal Member of the Community': How Pedagogical Partnership Can Foster a Sense of Belonging in Black, Female Students

Autor/inn/en	Cook-Sather, Alison; Seay, Khadijah
Titel	'I Was Involved as an Equal Member of the Community': How Pedagogical Partnership Can Foster a Sense of Belonging in Black, Female Students
Quelle	In: Cambridge Journal of Education, 51 (2021) 6, S.733-750 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2021.1926926
Schlagwörter	Sense of Community; Partnerships in Education; African American Students; Females; Teacher Student Relationship; Race; Critical Theory; Psychological Patterns; Learner Engagement; Student Attitudes; College Students + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Teacher student relationships; Lehrer-Schüler-Beziehung; Rasse; Abstammung; Kritische Theorie; Schülerverhalten; Collegestudent
Abstract	Research suggests that a sense of belonging is fundamental to students' engagement, persistence and success in postsecondary education, and that racism systematically works against Black students experiencing these. Participating in student-staff pedagogical partnership can foster a sense of belonging, contribute to culturally sustaining pedagogy, and redress harms experienced by minoritised postsecondary students. Using a conceptual framework informed by research on belonging, critical race theory and intersectionality and a methodology informed by a Black-Feminist and Womanist Research Paradigm, Black Girl Cartography and counterstorying, the authors analyse responses to an ethics-board-approved survey completed by 12 Black, female students at three US colleges. They situate that analysis by presenting their conceptual framework, defining pedagogical partnership, and describing the pedagogical partnership programmes. They focus on how the students who responded to their survey describe perceiving, feeling and engaging differently as a result of participating in pedagogical partnership. They conclude with recommendations for practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01