Me and Bill: Connecting Black Curriculum Orientations to Critical Race Feminism

Berry, Theodorea Regina

doi:10.1080/00131946.2015.1076687

Cited by 13 publications

(20 citation statements)

References 12 publications

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“…Aligned with CRF, narrative and storytelling serve as a means of “understanding multiple positionalities of individuals or groups of individuals, particularly those stories of socially and politically marginalized persons living at the intersections of identities” (Berry, 2010, p. 25). In this study, the practice and use of narrative inquiry and storytelling were used to humanize and center Black women college athletes’ personhood (Berry, 2010). Black women college athletes’ stories and experiential knowledge may inform future policies and programming related to supporting historically underserved and under supported populations of college athletes.…”

Section: Methodsmentioning

confidence: 99%

“…After completing the questionnaire and confirming eligibility, I invited participants to engage in a semistructured interview with me, wherein we discussed their experiences before and during college, and how they perceived the role of their identities in shaping their experiences. In these interviews, participants shared stories and reflections that illuminated their unique perspectives and perceptions of the environments they navigated (Berry, 2010). Participants were asked questions such as: “Tell me about your interactions with classmates, faculty, and staff of different race or gender than you?” and “How has the presence (or absence) of Black women, and other underrepresented groups on campus informed how you see your identities?” All interviews took place virtually and lasted between 60 and 90 min each.…”

Section: Methodsmentioning

confidence: 99%

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“Aren't you here to help me?”: Examining the role of identity as Black women athletes navigate relationships and create community at predominantly White institutions.

Ofoegbu¹

2023

Journal of Diversity in Higher Education

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For Black women college athletes, the intersections of race and gender influence how they navigate predominantly white and male environments within intercollegiate athletics. Because college athletes spend a significant amount of time interacting and engaging with individuals in athletic settings, it stands to reason that their identities inform the different relationships they hold within athletic spaces. This article provides an in-depth exploration of Black women college athletes’ relationships within athletic environments and how they form community at predominantly white institutions. The findings reveal the role of race in Black women college athletes’ relationships with coaches, teammates, advisors, and each other. The article concludes with a discussion of the implications of the findings on cross-racial relationship development, inclusion and community building, and student–athlete development.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“Aren't you here to help me?”: Examining the role of identity as Black women athletes navigate relationships and create community at predominantly White institutions.

Ofoegbu¹

2023

Journal of Diversity in Higher Education

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Section: Critical Race Feminismmentioning

confidence: 99%

“…As Berry (2010) contends, Critical Race Feminism is "supportive of and concerned with theory and practice" (p. 24). Here, I want to support counterspaces as a theoretical lens but also as a practice within the context of STEM education (Berry, 2010). Critical race feminism acknowledges the multidimensionality of Black girls while also acknowledging the importance of storytelling (Berry, 2010;Berry & Candis, 2013).…”

Section: Critical Race Feminismmentioning

confidence: 99%

We Are STEM: Examining the Significance and Influence of Counterspaces in the Development of Black Girls’ STEM Identity

Cameron

2023

Journal of Black Studies

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Existing literature has focused on a variety of factors leading to the underrepresentation of Black girls in STEM such as a lack of engagement and encouragement during formative school years, racial and gender biases, as well as student and teacher perceptions of academic abilities. However, there remains a gap when examining the impact of counterspaces on Black girls’ STEM identity development and its influence on their desires to pursue STEM degrees and STEM careers leading to increased representation in STEM fields. As STEM identity remains a powerful indicator of Black girls’ success in persisting in STEM fields, understanding the role of counterspaces in influencing Black girls’ STEM identity development is of critical significance. This conceptual article utilizes the frameworks of Critical Race Feminism (CRF) and Sociotransformative Constructivism as a lens to examine how counterspaces can serve as sites where Black girls challenge deficit notions about themselves as STEM learners that will contribute to building their self-perceptions and aid in the development of their STEM identity. Utilizing a literature review, this conceptual article will examine theoretical and empirical research that will guide me in the examination of the influence of counterspaces in the development of Black girls’ STEM identity. This article concludes with the implications of the need for counterspaces within PK-12 settings that can serve as sites where Black girls’ STEM identities can be cultivated and nurtured.

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“…Although critical race theory is understood as emanating from the legal field, the traditions that inform the inner workings of CRT are both inter/trans-disciplinary and rooted in a rich history of critical Black Diasporic thought (Berry, 2015; Crenshaw, 2011; Leonardo, 2013; Rabaka, 2013; Rashid, 2011). CRT scholar Kimberlé Crenshaw (2011) noted that “many of the basic insights of CRT grew out of other disciplinary traditions” (p. 1257) and cited the works of W. E. B. DuBois, Oliver Cox, and Toni Morrison as examples of Black thought that created the conditions for CRT’s racial critique.…”

Section: Crt As Diaspora Theory? the Black Global Traditions And Conv...mentioning

confidence: 99%

All Around the World Same Song: Transnational Anti-Black Racism and New (and Old) Directions for Critical Race Theory in Educational Research

Busey

Coleman-King

2020

Urban Education

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As demonstrated through the disregard for Black humanity and respondent Black social movements throughout Latin America, anti-Black systemic racism is a transnational phenomenon birthed from global White supremacy. Across the Americas, the hemispheric parallels undergirding collective resistance to anti-Black racism and state-sanctioned violence lend themselves to multifaceted interdisciplinary scholarly examinations. Using transnational anti-Black racism in Latin America as a point of departure, we advance a theorization of critical race theory in education capable of interrogating racist structures of coloniality, modernity, and White supremacy that operate globally to suppress Black humanity and humanness in general. To that extent, we draw from and reposition critical race theory (CRT) from its sociohistoric heritage in the United States and instead conceptualize transnational anti-Black racism vis-à-vis a Black Diaspora reading of CRT. Finally, we return to education as a key site of contestation for transnational anti-Black racism and draw implications for the meaning of this global theorization of CRT in urban education, praxis, and educational research. We end by charting new and old directions for CRT in educational research.

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Me and Bill: Connecting Black Curriculum Orientations to Critical Race Feminism

Cited by 13 publications

References 12 publications

“Aren't you here to help me?”: Examining the role of identity as Black women athletes navigate relationships and create community at predominantly White institutions.

“Aren't you here to help me?”: Examining the role of identity as Black women athletes navigate relationships and create community at predominantly White institutions.

We Are STEM: Examining the Significance and Influence of Counterspaces in the Development of Black Girls’ STEM Identity

All Around the World Same Song: Transnational Anti-Black Racism and New (and Old) Directions for Critical Race Theory in Educational Research

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