Septima Clark's Rhetorical and Ethnic Legacy

Gyant, LaVerne; Atwater, Deborah F.

doi:10.1177/002193479602600504

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…Other significant texts introduced in the prolific decade of the 1990s were Freedom Road: Adult Education of African Americans (Peterson, 2002), and Racism and Sexism (Hayes and Colin, 1994). Scholars in the field of adult education penned in-depth examinations of African American adult educators' lives, including those of Alain Locke (Guy, 1996) and Septima Clark (Gyant and Atwater, 1996). Further, scholarship in the field of race and ethnicity includes works by Colin and Guy (1998); Lee and Sheared (2002); Johnson-Bailey and Cervero (1998);and Hughes, Blaxter, Brine, and Jackson (2006).…”

Section: Beyond Admissions: Retentionmentioning

confidence: 99%

Racism and white privilege in adult education graduate programs: Admissions, retention, and curricula

Baumgartner

Johnson‐Bailey²

2010

New Dir Adult Contin Educ

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White privilege is a large part of the hidden infrastructure of American society, directing, driving, and often invisibly and subtly determining outcomes such as employment, housing, education, and even interpersonal relationships. In order for white privilege, a system that allows whites to prevail, to exist, there must be a counterbalance, a system that disadvantages others, namely, racism. The purpose of this chapter is to explore how white privilege and racism function in adult education graduate programs regarding admissions, retention, and curricula. To do this, we will focus on how these tandem forces work in the larger educational society in determining national and institutional testing policies, how the powers function at the program level, and how these powers affect the professors and students who comprise our graduate programs.Although Colin (1994) explored faculty perceptions, recruitment, students, and the curriculum, as well as aspects of admissions, most prior writings on these topics have largely explored singular aspects, including the experiences of black women faculty (Alfred, 2001), how white privilege and racism affect teaching or learning transactions (Johnson-Bailey, 2004), and the experiences of black graduate students at predominantly white institutions (PWIs) (Aiken, Cervero, and Johnson-Bailey, 2001; Bowles, 2008, 2009). This chapter will augment these writings, as we will offer a multilayered exploration of the existence 27 3

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Section: Beyond Admissions: Retentionmentioning

confidence: 99%

Racism and white privilege in adult education graduate programs: Admissions, retention, and curricula

Baumgartner

Johnson‐Bailey²

2010

New Dir Adult Contin Educ

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“…This idea was deep in my soul” (Coppin, 1913, p. 17). This idea has been “deep in the souls” of many Black women thinkers, educators, and community leaders, as exemplified by “Mother of the Movement,” Septima Clark, the daughter of a free laundress and a formerly enslaved parent who taught civil rights activism and citizenship classes to Black adolescents and adults through the late 1960s (Gyant & Atwater, 1996). According to Ms. Clark,I love my people and want to help them, to understand them, feel with them, share their troubles as well as their joys, do all I can toward assisting them to the attainment of a happier and more worthwhile existence.…”

Section: Charting Black Women’s Freedom At Pwis Through Black Feminis...mentioning

confidence: 99%

A Black feminist study of freedom, community care, and self-definition among Black college women attending predominantly White institutions.

Leath¹,

Onuoha²,

Mims³

et al. 2024

Journal of Diversity in Higher Education

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Many Black women consider learning and educational access an essential part of their personal growth, professional aspirations, and in some cases, their freedom. Examining freedom by centering on Black college women's perspectives may encourage scholars to reimagine what is possible, useful, and necessary in how we approach the purpose and desired outcomes for students in higher education. In the present study, we used Black feminism in qualitative inquiry (Evans-Winters, 2019) and analyzed semistructured interview data from 26 Black women (18-22 years) enrolled at predominantly White institutions in the United States. We identified two broad themes during the coding process: (a) fostering freedom in community with others and (b) finding freedom within themselves. Our findings highlight how Black college women prioritize freeing self-definitions amidst identity-based expectations and pressures at their institution and in broader society. The authors discuss how institutions of higher education can support Black women's freedom, as well as the implications of the women's narratives for frameworks of identity development.

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Race, gender, and leadership identity: an autoethnography of reconciliation

McClellan

2012

International Journal of Qualitative Studies in Education

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Septima Clark's Rhetorical and Ethnic Legacy

Cited by 5 publications

References 2 publications

Racism and white privilege in adult education graduate programs: Admissions, retention, and curricula

Racism and white privilege in adult education graduate programs: Admissions, retention, and curricula

A Black feminist study of freedom, community care, and self-definition among Black college women attending predominantly White institutions.

Race, gender, and leadership identity: an autoethnography of reconciliation

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