This dissertation uses sociocultural linguistics to investigate how Black undergraduates at a Historically White Institution (HWI) understand Blackness, and how their racial socialization experiences in their pre-college years inform that perspective. This project reveals that many Black undergraduates in the HWI context may not have the benefit…

This article interrogates how hiphop composition pedagogies can interrupt what the author terms the "hiphop illiteracies" that circulate in predominantly white institutions (PWIs). An analysis of four college writing classrooms that integrate hiphop texts at one PWI reveals pervasive anti-Blackness in student attitudes, but also in the…

Grounded in the Black intellectual tradition, this article explores how Black youth and teachers of Black youth operationalize resistance ideologies to combat hegemonic narratives about Black youth in U.S. urban school spaces. Using data from four Black youth and teacher participants, we applied a priori coding based on Bernard and Agozino's…

On the 400th anniversary of American enslavement the New York Times (NYT) 1619 project launched an interactive digital experience including a popular podcast centering the contributions and narratives of Black Americans. This study sought to understand how HBCU students responded to learning Black music history through what we term a "pop…

In this article, I share findings from a research study about a high school Hip-Hop course in the United States and offer considerations toward informing culturally responsive teaching and decentering Whiteness in music education. I explored the experiences and perceptions of majority students of color in a Hip-Hop course taught by a White music…

As the presence of Black male-centered programs increase on college campuses around the nation, this study focused on identifying the benefits Black male collegians receive through engagement in these programs. This in-depth, qualitative study explored the experiences of five Black male students in the Black Male Leadership Collective (BMLC), a…

Black students are often tasked with negotiating racial microaggressions--subtle, racialized offenses--at historically White colleges and universities. Higher education scholarship has found that when Black students speak up in response to racial microaggressions, they tend to feel overburdened with having to educate the offending party. This…

In the present study we explored how culture affects the learning experiences of students in a mathematics classroom. The first author, an African American male, taught a class composed solely of two Asian and 15 White students. During this two-week statistics course, students were asked to engage in a "per-formative" assessment that was…

Among the many factors contributing to the historical lack of reading gains of our Black male students is the absence of texts accurately and authentically representing African American characters in today's schools. In addition, well-meaning educators are not adept in identifying and selecting these types of texts in order to provide African…

The purpose of this ethnographic study was to examine student outcomes of a curriculum designed to address the overlapping aims and practices of music education and multicultural education ideals in a fifth-grade music class. The following questions guided the research: What are the student outcomes as a result of a traditional music curriculum…

This study examined how Black students responded to the utilization of culturally responsive stories in their mathematics class. All students in the two classes participated in mathematics lessons that began with an African American story (culturally responsive to this population), followed by mathematical discussion and concluded with solving…

In the 1930s there emerged an initiative to teach black history and culture to white students, which pre-dates more widespread efforts of the post-Second World War era. This article analyses student work--considering sight, sound and text--and investigates what white students learned about African-American history and culture. Curriculum history…

This study sought to understand the perceptions of African American male students who are enrolled in developmental education programs. The researcher gathered information by interviewing students at 2 Mississippi community colleges and by reviewing information collected from the student's demographic profile. This qualitative research allowed the…

The purpose of this qualitative study is to examine the perceptions of African American males participating in one 4A program at a Mid-Atlantic community college. Twenty African American males along with six staff members were selected to participate in the study. The study used focus group interviews to investigate students' interactions with…

This chapter describes how Black, Hispanic, and White students responded to the use of African American stories in their mathematics classes. After working problems related to the story, all students rated their feelings about the story and how the story helped them think about mathematics. Results from student data and observations in class…