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• W337282802 abstract "Abstract A stage model of Black adolescent racial identity from the perspective of its use by educational researchers in the United States who employ it to explain the academic and social decisions that Black youth make in secondary schools was examined. Researchers often draw on stage models to explicitly challenge forms of White dominance in studies conducted with and about Black students. However, we posit that the ethics that inform this body of work are constrained by an ideology of respectability. We argue that respectability undermines the capacity of much of Black adolescent racial identity research to inform policies and practices that fully affirm Black humanity and support Black student academic success. We conclude with a discussion of the significance of racial identity research about Black youth populations. Introduction Historically, social movements have exerted influence on dominant institutions in society, albeit each with its own inflection. Examples abound in the United States; clandestine anti-slavery activities among captive and free Africans during both the colonial and ante-bellum periods, the network of African Free Schools of the mid- 1 800s, the National Baptist Convention and its auxiliary, the Women's Convention, at the turn of the twentieth century, and the Harlem Renaissance of the 1920s and 1930s represent some of the earlier social movements that successfully intervened in particular ways to demonstrate how people of African descent in the United States were depicted in social science and the popular media. More recently, Black social movements of the 1960s and 1970s, commonly called the Civil Rights-Black Power era, have provided the impetus for an intellectual challenge to disparaging characterizations of Black culture and life in contemporary U.S. society (e.g., Cross, 1991;Jones, 1991;Ladner, 1998[1973]). Since the mid-1980s, scholars in the fields of education, psychology, anthropology, sociology, social work, and counseling have illuminated an array of cultural resources that Black youth draw on to mediate their experiences across various social settings and contexts. For the most part, scholars who challenge research that disparages Black culture and life often associate this body of scholarship with a particularly White conservative brand of racism. Certainly, this perception is not without foundation (Stefancic & Delgado, 1996). However, there is ample evidence to indicate that conservatives, liberals, racists and antiracists alike promulgate the idea that Black culture is of limited value in society and that it offers little in the way of social or psychological capital in contemporary society (Scott, 1 997). This idea was evident, for example, in the public outcry in the aftermath of the 1996 resolution passed by the Oakland school board to promote written English acquisition among its Black students by using their home language as the starting point of instruction. More recently, similar criticism was expressed in the widely publicized remarks made by Bill Cosby in 2004 during a 50th anniversary commemoration of Brown v. Board of Education in which the prominent educator and philanthropist proffered a withering critique of the current state of Black culture and life and ridiculed what he characterized as the use of poor grammar by segments within the Black community. It is against this background that we analyze a stage model of Black identity born of the 1970s social movements that educators often use to explain the developmental processes of Black students and their academic and social decisions in school; this is especially indicated in the appeal of the work of Beverly Daniel Tatum (1997) in teacher education programs and professional development workshops. For the most part, those who employ this model in their educational work also demonstrate commitments to the ideas of diversity and social justice. For instance, educators often use such research to inform culturally responsive curriculum and policy to reduce racial disparities in academic achievement. …" @default.
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• W337282802 title "Black Adolescent Racial Identity and Respectability." @default.
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