"We Wear the Mask": Self-Definition as an Approach to Healing from Racial Battle Fatigue

Autor/inn/en	Okello, Wilson Kwamogi; Quaye, Stephen John; Allen, Courtney; Carter, Kiaya Demere; Karikari, Shamika N.
Titel	"We Wear the Mask": Self-Definition as an Approach to Healing from Racial Battle Fatigue
Quelle	In: Journal of College Student Development, 61 (2020) 4, S.422-438 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Racial Bias; African American Students; Coping; Blacks; Whites; Stereotypes; Well Being; Emotional Response; Gender Bias; Identification (Psychology); Self Concept; Student Personnel Workers; College Faculty; Work Environment; Mental Health + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bewältigung; Black person; Schwarzer; White; Weißer; Klischee; Well-being; Wellness; Wohlbefinden; Emotionales Verhalten; Geschlechterstereotyp; Selbstkonzept; Fakultät; Arbeitsmilieu; Psychohygiene
Abstract	Bell's (1992) thesis of racial realism, in concert with the work of Wilderson (2007), Hartman (1997), and Sharpe (2016), positions the afterlife of slavery as an irreconciled event that is ongoing and permanent. If the assumption is that racism exists and, subsequently, racial battle fatigue is and will be an enduring embodied experience that results from it, what possibilities exist for Black students, faculty, and practitioners to heal? We trouble the notion of self-care, highlighting the rationality-laced logics (Feagin, 2010) that inform how student affairs educators survive racial battle fatigue and we look more closely at the terrains of healing. We propose that the achievement of such a place requires an alternative theoretical ground that is made possible in and through self-definition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01