Centering Blackness: An Examination of Culturally-Affirming Pedagogy and Practices Enacted by HBCU Administrators and Faculty Members

Autor/inn/en	Williams, Krystal L.; Russell, Alethia; Summerville, Kiara
Titel	Centering Blackness: An Examination of Culturally-Affirming Pedagogy and Practices Enacted by HBCU Administrators and Faculty Members
Quelle	In: Innovative Higher Education, 46 (2021) 6, S.733-757 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Krystal L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-021-09562-w
Schlagwörter	Culturally Relevant Education; Educational Practices; Black Colleges; Educational Strategies; Racial Identification; College Students; African American Students; African American Culture; Cultural Background; Inclusion; College Faculty; African American Teachers; Administrators + Suchen Sie Ihr Suchwort? Bildungspraxis; Lehrstrategie; Collegestudent; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Inklusion; Fakultät; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Existing research notes that Historically Black Colleges and Universities (HBCUs) are bastions of Black culture where Black students often feel supported (e.g., Harris in The Urban Review, 44(3), 332-357, 2012). What is less well-known are the specific practices campus stakeholders enact to create culturally-affirming environments. This study addresses this gap in the literature by examining pedagogy and educational practices employed by HBCU administrators and faculty members that build upon the lived experiences of Black communities to help to promote Black students' success. In doing so, we seek to better understand the strategies these individuals utilize to center Blackness via culturally-informed practices and culturally engaging environments that affirm Black students' racial identities. Our findings highlight the following ways that HBCU administrators and faculty members embrace Black cultural affirmation: their emphasis on culturally relevant knowledge and culturally-informed pedagogy that centers Black experiences; and their commitment to Black cultural validation via connecting with Black communities and Black students' backgrounds. This research extends current scholarship on educational practices and environments with a focus on Black students' racial identity. The authors provide implications for culturally-affirming pedagogy and campus climates that can benefit institutions seeking to create inclusive educational spaces where students from various backgrounds do not have to feel divorced from key aspects of their cultural heritage. Recommendations for practice, research and policy are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01