ERIC Number: EJ1322626
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2578-7608
EISSN: N/A
On Black Mattering and (Un)framing the Preparation of Higher Education/Student Affairs Administrators
Boss, Ginny Jones; Davis, Tiffany J.; Porter, Christa J.
Journal of Effective Teaching in Higher Education, v4 n2 p27-42 2021
The purpose of this critical content analysis study was to examine higher education/student affairs (HE/SA) preparation toward a racial framing that centers and honors Black mattering. We explored linkages between Black literacies and epistemic credibility as indicators of Black mattering by analyzing 24 syllabi of foundational courses in HE/SA graduate preparation programs using Muhammad's (2020) Historically Responsive Literacy (HRL) framework. The HRL framework is a four-layered equity framework with the following learning goals: (a) identity development; (b) skill development; (c) intellectual development; and (d) criticality. Across the four layers, we found little evidence of Black mattering in our data. To meaningfully situate Black mattering within curriculum development, we suggest instructors use their syllabus to begin unframing white supremacy and framing the curriculum with Black mattering.
Descriptors: Higher Education, Student Personnel Workers, African Americans, Blacks, Graduate Study, Curriculum Development, Racial Bias, Social Justice, Social Attitudes, African American Culture, Literacy, Culturally Relevant Education, Course Descriptions, Geographic Regions, Institutional Characteristics, Racial Composition, Identification (Psychology), Language Usage, Skill Development, Cognitive Development, Critical Literacy
Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A