“We didn't have to go through those barriers”: Culturally affirming learning in a high school affinity group

Abstract

Using data from interviews, student work, and classroom observations in a “History of Race” course at a private predominantly White high school, this article examines the racialized tensions that led the teacher (first author) to create an unofficial affinity group for students of color that met outside of class. The authors argue that the teacher's attempt to implement a curriculum that was culturally affirming for students of color by de-centering Whiteness led to White students’ resistance that necessitated the creation of an unofficial “safe space” outside of the classroom for the students of color. The need for such a group demonstrates the difficulties inherent in presenting a more honest account of the role of race and racism in the United States that challenges narratives of historical progress. The article concludes that while students of color ideally should have access to culturally affirming knowledge inside social studies classrooms, this experience demonstrates why that kind of knowledge can only be engaged effectively within learning spaces that challenge the norms of conventional social studies education.

Future Directions in Mental Health Treatment with Stigmatized Youth

“…GSAs are consistently associated with reduced interpersonal stigma (e.g., victimization; Marx & Kettrey, 2016), better mental health (Baams & Russell, 2021;Poteat et al, 2020Poteat et al, , 2021, and greater peer and teacher support (Day et al, 2020). Similarly, racial affinity groups offer students of Color a safe and supportive space to process experiences of racial discrimination and trauma (Oto & Chikkatur, 2019;Tauriac et al, 2013). Another example is the National Alliance on Mental Illness (NAMI) on Campus High School Clubs, which involve student-led efforts to increase mental health literacy and reduce mental health stigma in schools (National Alliance on Mental Illness, 2021).…”

Collaborative Elementary Civics Curriculum Development to Support Teacher Learning to Enact Culturally Sustaining Practices

“…Our study is part of a growing body of research on the application of critical pedagogies in social studies education. In response to the need for research on classroom discourse on race and racism, in general (Brown et al, 2017), and in social studies instruction, in particular (e.g., Oto & Chikkatur, 2019), such studies have grown in number over the past decade. These studies look at under-researched phenomena related to structural oppression while amplifying the voices, perspectives, and experiences of students of color (e.g., Duncan, 2020; Oto & Chikkatur, 2019; Pang et al, 2021; Parkhouse, 2015) or teachers of color (e.g., Duncan, 2020) in social studies instruction in the United States.…”

“…Nevertheless, in the face of these challenges, more research has emerged over the past few years. For instance, Oto and Chikkatur (2019) use Kumashiro's (2002) anti-oppressive pedagogical framework to study teacher and student discourse around race in (and outside) a high school history classroom. They examined the use of affinity groups as safe learning spaces for students of color.…”

“…Given these rich depictions of the enactment of culturally sustaining pedagogy in social studies education and positive outcomes for students, Oto and Chikkatur (2019) pose the critical question of whether most social studies teachers have the capacity and motivation to engage in critical pedagogical work. Parkhouse (2015) takes up this question in her research on social studies teacher preparation.…”

“These kids are rebelling”: a student-led transformation of community and critical literacy

“…Preus et al (2016) considered the ways that an activist organization catalyzed high school students to reshape two high schools' civic engagement, within and beyond the school. Oto and Chikkatur (2019) examined students' of color teacher-supported efforts to create a "safe space" for themselves within a predominantly White high school (p. 145). Both studies emphasized the degrees to which high school students challenged and redefined schooling.…”