A message for faculty from the present-day movement for black lives

Haynes, Chayla; Bazner, Kevin J.

doi:10.1080/09518398.2019.1645909

Cited by 20 publications

(10 citation statements)

References 16 publications

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“…Lastly, White instructors should do the work to interrogate their own understanding of Whiteness, what it means, and how it shows up in the classroom. We recommend starting with work from Haynes and Bazner (2019), Patton and Haynes (2020), and Shine (2011). McIntosh (1989) work on the “invisible knapsack” is also a resource in analyzing privileges that we as instructors hold and their consequences and implications.…”

Section: Challenges and Strategiesmentioning

confidence: 99%

A call for antiracist foundations of teaching: Ideas for socially conscious psychology education.

Costa¹,

Bedir²

2024

Scholarship of Teaching and Learning in Psychology

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Systemic racism has permeated society for centuries. Institutionalized police brutality and continued inequity have increased the urgency and call for people and systems to be more antiracist. Introductory psychology courses are a students' first glimpse into the field of psychology. These courses often set the tone and foundation for the courses and exploration to come. Therefore, educators of these courses must approach their teaching with an antiracist lens. In this article, we propose and explore key suggestions for teaching this foundational course to decenter Whiteness by (a) Critically examining the identities of authors whose work is featured and intentionally amplifying Black, Indigenous, and people of color (BIPOC) authors, (b) Teaching students to analyze study populations of psychological research critically, and (c) Examining the Western bias of the field and amplifying global majority perspectives of psychology.

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Section: Challenges and Strategiesmentioning

confidence: 99%

A call for antiracist foundations of teaching: Ideas for socially conscious psychology education.

Costa¹,

Bedir²

2024

Scholarship of Teaching and Learning in Psychology

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“…Overall, however, there must be greater insistence to explicitly name racism and recognize one of the most insidious characteristics of whiteness is its ability to exist unrecognized by dominant cultures and assumed as a normal expectation (Leonardo, 2004). Taking direction from recent Black student activists, student affairs practitioners must further insist that a race problem persists within student affairs Haynes & Bazner, 2019. Training must occur for institutional leaders, hiring managers, and new professionals to recognize racism and how White supremacy permeates institutional culture and the hidden expectations for midlevel managers. Unchecked, minoritized professionals who have developed an ability to navigate predominantly White spaces are likely better positioned and rewarded with greater latitude in their professional and personal lives.…”

Section: Implications For Practicementioning

confidence: 99%

Views from the middle: Racialized experiences of midlevel student affairs administrators.

Bazner¹

2022

Journal of Diversity in Higher Education

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The continued underrepresentation of student affairs Professionals of Color poses an ongoing challenge to fully realize the supposed values of social justice and inclusion in student affairs. Midlevel student affairs administrators provide a unique experiential lens to better understand organizational culture, critique structures, and challenge existing dominant practices. Using narrative inquiry, this study explored the professional and personal experiences of seven racially minoritized midlevel student affairs professionals. Analysis using Ray's Theory of Racialized Organizations reveals ongoing issues of intrapersonal racism and illuminate how institutional structures further contributed to racialization of the participants. Four main themes are identified: racialized middleness, organizational conditions, intrapersonal relationships, and navigating unwritten rules of the field. Findings also draw important considerations for improved practice beyond campus communities. Implications for institutional leaders, graduate preparation programs, and the responsibility White folks must take on are provided. Additional considerations for future research are also discussed.

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“…Haynes (2021) described the college classroom as "a racialized space, which cultivates white supremacy through the teaching of white normalcy" (p. 2). Anti-Blackness undergirds the teaching of white normalcy through the erasure and dehumanization of Black onto-epistemologies (Haynes & Bazner, 2019). Black, Indigenous, People of Color (BIPOC) and white faculty may reject Black onto-epistemic credibility unknowingly because of racial unconsciousness or knowingly through a conscious alignment with white supremacy.…”

Section: Scholarship Of Teaching and Learning And Onto-epistemic Credibilitymentioning

confidence: 99%

“…Black, Indigenous, People of Color (BIPOC) and white faculty may reject Black onto-epistemic credibility unknowingly because of racial unconsciousness or knowingly through a conscious alignment with white supremacy. Haynes and Bazner (2019) argued that the work of countering anti-Blackness in teaching and learning begins with recognizing and honoring Black onto-epistemic credibility. Within formal college classrooms, the syllabus is a critical artifact that serves multiple functions for (re)socialization.…”

Section: Scholarship Of Teaching and Learning And Onto-epistemic Credibilitymentioning

confidence: 99%

“…This level of responsiveness necessitates "understanding how our institutions have historically silenced or harmed persons of color" (Parson & Major, 2020, p. 31). Specifically for Black students, educators must understand the explicit and insidious nature of anti-Black racism on campus (Haynes & Bazner, 2019). Historical anti-Black racism and its present-day manifestations have inspired numerous leaders in higher education to issue statements of solidarity, but college and university systems and structures remain oppressive of Black students.…”

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confidence: 99%

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On Black Mattering and (Un)framing the Preparation of Higher Education/Student Affairs Administrators

Boss¹,

Davis

Porter

2021

JETHE

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The purpose of this critical content analysis study was to examine higher education/student affairs (HE/SA) preparation toward a racial framing that centers and honors Black mattering. We explored linkages between Black literacies and epistemic credibility as indicators of Black mattering by analyzing 24 syllabi of foundational courses in HE/SA graduate preparation programs using Muhammad’s (2020) Historically Responsive Literacy (HRL) framework. The HRL framework is a four-layered equity framework with the following learning goals: (a) identity development; (b) skill development; (c) intellectual development; and (d) criticality. Across the four layers, we found little evidence of Black mattering in our data. To meaningfully situate Black mattering within curriculum development, we suggest instructors use their syllabus to begin unframing white supremacy and framing the curriculum with Black mattering.

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A message for faculty from the present-day movement for black lives

Cited by 20 publications

References 16 publications

A call for antiracist foundations of teaching: Ideas for socially conscious psychology education.

A call for antiracist foundations of teaching: Ideas for socially conscious psychology education.

Views from the middle: Racialized experiences of midlevel student affairs administrators.

On Black Mattering and (Un)framing the Preparation of Higher Education/Student Affairs Administrators

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