The Implications of Code‐Switching in Black English Speakers

Wyatt, Toya A.; Seymour, Harry N.

doi:10.1080/0020486870240406

Cited by 5 publications

(2 citation statements)

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“…Example. It is well established that African Americans engage in code-switching behaviors (i.e., alternating between their Black identity and the White "mainstream" culture, including shifting between linguistic styles; Baldwin, 1997;Cross & Strauss, 1998;Wyatt & Seymour, 1988). Researchers may want to investigate what cues a participant to code-switch, what are the neurocognitive processes supporting code-switching, or whether some individuals are more adept code-switchers and why.…”

Section: Your Questions and Methods Should Merge Knowledge Across Fieldsmentioning

confidence: 99%

Shining a light on cultural neuroscience: Recommendations on the use of fNIRS to study how sociocultural contexts shape the brain.

Arredondo¹

2023

Cultural Diversity & Ethnic Minority Psychology

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Functional near-infrared spectroscopy (fNIRS) is a portable neuroimaging technique that may serve as a methodological tool for studying how sociocultural contexts can shape the human brain and impact cognition and behavior. The use of fNIRS in community-based research may (a) advance theoretical knowledge in psychology and neuroscience, particularly regarding underrepresented ethnic-racial communities; (b) increase diversity in samples; and (c) provide neurobiological evidence of sociocultural factors supporting human development. The review aims to introduce the use of fNIRS, including its practicalities and limitations, to new adopters inquiring how sociocultural inputs affect the brain. The review begins with an introduction to cultural neuroscience, and a review on the use of fNIRS follows. Next, benefits and guidelines to the design of fNIRS research in naturalistic environments (in the community or in the field) using a cultural lens are discussed. Strengths-based and community-based approaches in cultural neuroscience are recommended throughout. Public Significance StatementHow sociocultural environments shape positive aspects of cognitive and brain processes remains largely unexplored. The use of fNIRS neuroimaging can help inform theoretical frameworks by taking neuroscience to communities where research can be carried out in "everyday-life settings." The present article provides recommendations on the design of fNIRS research studies, including the use of strengths-based and community-based approaches.

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Section: Your Questions and Methods Should Merge Knowledge Across Fieldsmentioning

confidence: 99%

Shining a light on cultural neuroscience: Recommendations on the use of fNIRS to study how sociocultural contexts shape the brain.

Arredondo¹

2023

Cultural Diversity & Ethnic Minority Psychology

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“…During slavery, exhibiting behaviors such as speaking, looking into the eyes of the person who owned you, reading, writing or marrying without permission and instead emulating behaviors remembered as African or those that would suggest that you were equal to those of Whites (e.g., protecting your own body from unwanted sexual advances or the right to be free), would ensure severe punishment or death. Individuals most successful at code-switching were more likely to survive (Wyatt & Seymour, 1988).…”

Section: Code-switchingmentioning

confidence: 99%

Mentoring the mentors of students from diverse backgrounds for research.

Wyatt¹,

Chin²,

Milburn³

et al. 2019

American Journal of Orthopsychiatry

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This article defines and discusses 6 beliefs, attitudes, and practices that can erode or undermine self-esteem and self confidence in student-scholars from underrepresented and marginalized groups in academic settings. Specifically, the beliefs and practices are reactions to implicit bias, color blindness, imposter syndrome, internalized racism, stereotype threat, and code-switching. Mentors need to know how to discuss these reactions because they can also influence the mentoring process and academic performance. To minimize incidents or interactions that might result in scholars not being able to find their place in these settings, recommendations for basic mentoring strategies and individual- and systemic-level approaches to address institutional racism are discussed.

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