Black Studies: White Students. The Impact of Black Studies in Two Predominately White High Schools in Massachusetts

Autor/in	Albert, Bwanda D.
Titel	Black Studies: White Students. The Impact of Black Studies in Two Predominately White High Schools in Massachusetts
Quelle	(2023), (157 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Massachusetts Boston
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-1393-8
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Predominantly White Institutions; White Students; Black Studies; Racism; Social Justice; Outcomes of Education; Knowledge Level; Experience; Blacks; African Americans; Racial Relations; Stress Variables; Student Behavior; Social Action; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassismus; Soziale Gerechtigkeit; Lernleistung; Schulerfolg; Wissensbasis; Erfahrung; Black person; Schwarzer; Afroamerikaner; Student behaviour; Schülerverhalten; Soziales Handeln; Master-Studiengang
Abstract	"Studying history will sometimes Disturb you. Studying history will sometimes Upset you. Studying history will sometimes make you Furious. But if studying history always makes you feel proud and happy, you probably aren't studying History." Author Unknown. This study occurred during a period of increased social awareness of antiracism, yet in a time of intense educational controversy. As tension rises across the United States over teaching Black studies (African American studies) and banning books by Black authors, such as Toni Morrison's "Beloved" and the classic "I Know Why the Caged Bird Sings" by notable author, Maya Angelou, debates have sparked on whether learning the history of Black people in K-12 classrooms causes White students to feel guilty for America's past atrocities against Black people. Therefore, by focusing on the impact of White high school students enrolled in Black studies courses in Massachusetts, this study examined how the teaching of Black studies in predominately White schools influenced White students. As this study aimed to examine the impact of Black studies for White students in high school, the research centered Black studies and its value in education. It outlines the concepts of cultural pedagogy and the importance of schooling to draw attention to the need to dismantle the unidirectional European American curriculum in K12 classrooms. Using critical race theory and critical whiteness as theoretical frameworks, this research serves as a qualifier to assess whether when White students learn Black studies in high school, it helps them fight against individual and institutionalized racism. The results showed that White students gained better knowledge and awareness of the past and present experiences of Black people. With this knowledge and understanding, the White students were empowered to speak out against racism. This research suggests that when White students learn Black studies, it helps to improve race relations and alleviate the tensions between Blacks and Whites. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01