Afrocentricity

Schiele, Jerome H.

doi:10.1177/002193479402500202

Cited by 34 publications

(4 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The second attribute of WIP, monoculturalism, is the expectation that all individuals conform to one "scholarly" worldview, which stems from the aforemen-tioned beliefs in the superiority and normalcy of White culture. According to Schiele (1994), the philosophical base of higher education in the United States is ethnocentric and exclusive. While White ascendancy reflects social behavior, monoculturalism reflects organizational behavior that cuts across all facets of institutional practices and policies (e.g., conducting research and teaching) and has profound ramifications for the perceptions of the world and knowledge dissemination (Christian, 2002).…”

Section: Monoculturalismmentioning

confidence: 99%

White Institutional Presence: The Impact of Whiteness on Campus Climate

Gusa¹

2010

Harvard Educational Review

255

277

View full text Add to dashboard Cite

In this conceptual paper, Diane Gusa highlights the salience of race by scrutinizing the culture of Whiteness within predominately White institutions of higher education. Using existing research in higher education retention literature, Gusa examines embedded White cultural ideology in the cultural practices, traditions, and perceptions of knowledge that are taken for granted as the norm at institutions of higher education. Drawing on marginalization and discrimination experiences of African American undergraduates to illustrate the performance of White mainstream ideology, Gusa names this embedded ideology White institutional presence (WIP) and assigns it four attributes: White ascendancy, monoculturalism, White estrangement, and White blindness. President Obama's election signifies a "momentous milestone in the history of America's most persistent domestic problem"-racism (Pettigrew, 2009, p. 290). Some media commentators and academics, as well as many Whites, believe the United States has made comprehensive progress in civil rights for minorities (Bobo & Kluegel, 1993; Kluegel, 1990) and deem this election as confirmation that the United States is now postracial (Wingfield & Feagin, 2010). This perception is advanced by the growing number of middle-class Black professionals (Allen & Farley, 1986) and an increasing number of Black elected officials (Sigelman, 1997). Though there have been significant racial changes in society, systemic, substantial, and racialized oppression has been sustained (Feagin, 2006). Systemic racism, with racial hierarchy at its heart (Wingfield

show abstract

Section: Monoculturalismmentioning

confidence: 99%

White Institutional Presence: The Impact of Whiteness on Campus Climate

Gusa¹

2010

Harvard Educational Review

255

277

View full text Add to dashboard Cite

show abstract

“…Afrocentricity scholars (Asante, 2009;Reed, 1997;Reviere, 2001;Schiele, 1994) believe African interests and experiences should dominate African political action and researched thought. A core ideal of this framework is that supporting African values means opposing and standing against other forms of oppression that plague the Black community (Asante, 2009).…”

Section: The Theoretical Lens: Understanding the Bqimmentioning

confidence: 99%

Black Women Navigating the Doctoral Journey

Fries-Britt,

Turner Kelly

2023

View full text Add to dashboard Cite

With the increasing focus on the critical importance of mentoring in advancing Black women students from graduation to careers in academia, this book identifies and considers the peer mentoring contexts and conditions that support Black women student success in higher education. This edited collection focuses on Black women students primarily at the doctoral level and how they have retained each other through their educational journey, emphasizing how they navigated this season of educational changes given COVID and racial unrest. Chapters illuminate what minoritized women students have done to mentor each other to navigate unwelcome campus environments laden with identity politics and other structural barriers. Shining a light on systemic structures in place that contribute to Black women's alienation in the academy, this book unpacks implications for interactions and engagement with faculty as advisors and mentors. An important resource for faculty and graduate students at colleges and universities, ultimately this work is critical to helping the academy fortify Black women's sense of belonging and connection early in their academic career and foster their success.

show abstract

“…Afrocentricity -is a philosophical model that is based on traditional African philosophical assumptions (Schiele, 1994).…”

Section: Definition Of Key Termsmentioning

confidence: 99%

“…The spiritual nature of human beings highlights the importance of the spiritual or nonmaterial aspect of human beings; it is defined as the invisible universal substance that connects all human beings to each other and to the creator, or to a supreme being (Schiele, 1994). The spiritual essence of human beings places more value on human beings than their social or economic standing (Graham, 1999).…”

Section: The Spiritual Nature Of Human Beingsmentioning

confidence: 99%

The meaning of struggle songs for the black female university students.

Nomvuselelo Lorraine

View full text Add to dashboard Cite

This study investigates the significance of struggle songs and meaning they have for six Black female university students who sing them at the University of KwaZulu-Natal (UKZN) in Pietermaritzburg (PMB). To understand the singing of struggle songs from experiences of these university students, the study employed a qualitative methodology, interpretive phenomenological analysis (IPA). Data was collected using semi-structured interviews that were recorded and transcribed. From transcripts, IPA provides a step-by-step guide to analysis. The theoretical foundations for this study were Black feminism and the Afrocentric paradigm. Findings indicated that the meaning that the participants attach to struggle songs is that of a versatile tool through which they communicate injustices and victories. These Black female university students also saw struggle songs as a tool that unites Black people in the fight against injustices and a tool that captures Black South African history and, furthermore, defines their identity. Singing struggle songs brought about a connection with the past, fallen heroes, and the spiritual realm, as well as positive and negative emotions. The study participants revealed that Black university students, including both genders, and Black South Africans are still suffering the consequences of apartheid, like financial struggle, which has its background in apartheid policies that disadvantaged Blacks. Furthermore, Black female university students still leave in fear because of gender-based violence (GBV). They also have other unmet needs that they feel could be easily addressed but are not. These lead them to engage in the singing of struggle songs. It is suggested that addressing these issues at the university and government levels will benefit both the university and the students by reducing protests and increasing time spent in class focusing on the main purpose, which is to study.

show abstract

Afrocentricity

Abstract: The concept of cultural diversity in higher education in the United States has been significantly restricted. Discussions and debates have focused primarily on enhancing the presence of students and faculty of color, with a special emphasis on recruitment and reten-

Cited by 34 publications

References 17 publications

White Institutional Presence: The Impact of Whiteness on Campus Climate

White Institutional Presence: The Impact of Whiteness on Campus Climate

Black Women Navigating the Doctoral Journey

The meaning of struggle songs for the black female university students.

Contact Info

Product

Resources

About