Black Student Leaders Practicing Resistance in the Midst of Chaos: Applying Transgenerational Activist Knowledge to Navigate a Predominantly White Institution

Autor/in	Hotchkins, Bryan K.
Titel	Black Student Leaders Practicing Resistance in the Midst of Chaos: Applying Transgenerational Activist Knowledge to Navigate a Predominantly White Institution
Quelle	In: Journal of Negro Education, 86 (2017) 3, S.269-282 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.86.3.0269
Schlagwörter	African American Students; Racial Composition; Whites; College Environment; Student Leadership; Social Change; Activism; African American Culture; Cultural Influences; Family Influence; Information Technology; Racial Identification; Socialization; Racial Bias; African American History; Student Experience; Cultural Maintenance + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; White; Weißer; Hochschulumwelt; Studentenwerk; Sozialer Wandel; Aktivismus; Politischer Protest; Cultural influence; Kultureinfluss; Informationstechnologie; Socialisation; Sozialisation; Racial discrimination; Rassismus; Studienerfahrung
Abstract	This study examines how 12 Black student leaders apply transgenerational knowledge to pursue social change while attending a predominantly White institution. Findings indicated participants' used Black cultural beliefs as a source of pride concerning what it means to be Black and to create positive change on campus through engaging in activism. By applying parental and elder transgenerational knowledge participants were able to preserve and protect the communal interest of Black students. Participants engaged in face-to-face and digital modes of protest, resistance and communication by using technology to conduct activism. The emergent themes were: Preserving "My" Black; and Digital Underground. These findings provide insight into how Black student leadership identities are positively influenced by racial socialization. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01