“I Don’t Know Where I Stand”: Black Trans Masculine Students’ Re/De/Constructions of Black Masculinity

Jourian, T. J.; McCloud, Laila

doi:10.1353/csd.2020.0072

Cited by 13 publications

(13 citation statements)

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“…This pattern was reproduced in the many studies that placed race as a site of future investigation despite the fact that queer and trans people of color are experiencing minoritization in the current moment (Duran, 2019;Jourian & McCloud, 2020;Nicolazzo, 2016). Queer and trans people of color are simultaneously cast as individuals that warrant additional attention, but whose needs are implicitly placed as secondary to the larger corpus of LGBTQ+ scholarship.…”

Section: Discussionmentioning

confidence: 86%

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A Whitened Rainbow: The In/visibility of Race and Racism in LGBTQ+ Higher Education Scholarship

Jackson

Lange

Durán

2021

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Scholars critique LGBTQ+ social movements for failing to understand how oppressive systems like racism inform the experiences of LGBTQ+ community members. To investigate whether LGBTQ+ literature in postsecondary education reproduces this same pattern, we used a critical summative content analysis approach to examine research published on LGBTQ+ people between 2009 and 2019. Guided by a conceptual framework mobilizing notions of colorblindness and queer of color perspectives, we found that the 97 articles in the sample largely minimized the role that racism, anti-Blackness, whiteness, and settler colonialism plays in shaping LGBTQ+ realities in higher education. Implications for future scholarship are offered.

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Section: Discussionmentioning

confidence: 86%

“…In particular, scholars have given more consideration to queer people of color (Duran, 2019). Simultaneously, researchers have started to make important interventions at the intersection of trans-ness and race (e.g., Jourian & McCloud, 2020;Nicolazzo, 2016).…”

mentioning

confidence: 99%

A Whitened Rainbow: The In/visibility of Race and Racism in LGBTQ+ Higher Education Scholarship

Jackson

Lange

Durán

2021

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“…Commitment to critical masculinities by higher education scholars will be efficacious only if we include trans* men of color in practice and simultaneously name and de-center cisgender men as the unmarked research norm. Scholars responding to this call may find value in exploring works such as Duran’s (2018) review on queer students of color, Jourian’s (2017) contributions in bridging the gap between masculinity studies and trans* studies, and Jourian and McCloud’s (2020) more specific examination of Black trans* masculine collegian experiences around deconstructing and reconstructing notions of masculinity and Blackness. We do not suggest these discussions represents all issues facing trans* men of color.…”

Section: Discussionmentioning

confidence: 99%

Race Without Gender? Trends and Limitations in the Higher Education Scholarship Regarding Men of Color

Cabrera¹,

Karaman

Ballysingh

et al. 2021

Review of Educational Research

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The underrepresentation and underperformance of men of color relative to women of color within institutions of higher education have been extensively studied the past 20 years. The purpose of this study is to understand trends in how this research has been conducted rather than understand “best practices” to support this student population. To achieve this, we reviewed 153 pieces of scholarship from 1999 to 2019 using an intersectional and critical content analysis approach. Findings revealed that the bulk of scholarship involved onetime interviews for its empirical foundations, and the overwhelming majority centered the racial experiences of Black and Latinx men. In contrast, few analyses critically explored gender, sexual orientation, or social class. Additionally, scholarship that centered Asian American, Indigenous, multiracial, and trans* men of color was scant or nonexistent. Given these large gaps in the knowledge base, we offer guidance for the next generation of men of color in higher education scholarship in terms of analytical foci, theoretical frameworks, and methodologies.

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“…This piece, however, is limited in that I, for the most part, only examine identity and oppression along the lines of race. How, for example, might Black transmasculine students experience and describe joy on campuses shaped by the “oppressive forces of cisheteropatriarchy and misogynoir” (Jourian and McCloud 2020:734)? Such questions are unanswered in this text.…”

Section: Methodsmentioning

confidence: 99%

Black Students and Positive Racialized Emotions: Feeling Black Joy at a Historically White Institution

Tichavakunda

2021

Humanity & Society

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Black students attending historically White institutions of higher education (HWIs) experience the full spectrum of emotions. Given the permanence of racism and Black collegians’ inequitable experiences at HWIs much research focuses on Black students’ negative emotions as a result of racist conditions. Little research, however, examines Black students’ positive emotions and feelings on campus. This paper centers on affect, exploring how Black students experience “Black joy” in an otherwise White space. Guided by Eduardo Bonilla Silva’s theory of racialized emotions as well as socio-historical scholarship examining the dynamism of Black life in oppressive contexts, this paper analyzes how participants, themselves, understand and describe Black joy. In this paper, the author draws upon interviews with 29 Black collegians at the same HWI. Findings demonstrate how Black students associated Black joy with being, achievement, and collectivity. By studying Black students’ accounts of joy at an HWI, scholars stand to gain a more textured understanding of both HWIs and Black collegians’ experiences.

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“I Don’t Know Where I Stand”: Black Trans Masculine Students’ Re/De/Constructions of Black Masculinity

Cited by 13 publications

References 0 publications

A Whitened Rainbow: The In/visibility of Race and Racism in LGBTQ+ Higher Education Scholarship

A Whitened Rainbow: The In/visibility of Race and Racism in LGBTQ+ Higher Education Scholarship

Race Without Gender? Trends and Limitations in the Higher Education Scholarship Regarding Men of Color

Black Students and Positive Racialized Emotions: Feeling Black Joy at a Historically White Institution

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