"Did Being Black Introduce Bias Into Your Study?": Attempting to Mute the Race-Related Research of Black Scholars

Hendrix, Katherine Grace

doi:10.1080/10646170290089935

Cited by 40 publications

(24 citation statements)

References 23 publications

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“…Not only have Black women been taught and told via dominant discourses that our lived experiences are insignificant but we have also learned hard lessons around the consequences of speaking our truths to power. Furthermore, many Black female scholars struggle to achieve ''real'' scholar status as academics whose work is widely published, read, respected, and celebrated (Davis, 1999;Hendrix, 2002Hendrix, , 2005Hendrix, , 2010. Always already concerned with the struggles of publishing race-related research, which is often received with accusations of self-interest, narcissism, and vendetta (Calafell & Moreman, 2009;Hendrix, 2005Hendrix, , 2010Orbe et al, 2010), choosing a contested and subjective method such as autoethnography (Ellis, 2009;Shields, 2000) runs the risk of providing more ammunition for those with a vested interest in silencing our voices.…”

Section: Black Feminist Autoethnography 143mentioning

confidence: 99%

“…Black women have much to be angry about in the academy, including the poor representation of Black female scholars (Gregory, 2002;''The Profession,'' 2011) 2 and the difficulty of getting race-related research published (Hendrix, 2002(Hendrix, , 2005(Hendrix, , 2010Orbe, Smith, Groscurth, & Crawley, 2010), both of which fuel the absence of emancipatory scholarship by and about Black women. Looking back to move forward, the anger that I feel is not inventive, since Black women have furiously contested injustice in education and elsewhere for centuries (Allen, 1998;Cooper, 1995;Davis, 1998;hooks, 1981;Houston, 1992;Jones, 2003;Lorde, 1984;Madison, 1994Madison, , 2009Patton, 2004;Shange, 1975;Stewart, 1992;Truth, 1992).…”

mentioning

confidence: 98%

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I AM an Angry Black Woman: Black Feminist Autoethnography, Voice, and Resistance

Griffin

2012

Women's Studies in Communication

162

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Section: Black Feminist Autoethnography 143mentioning

confidence: 99%

mentioning

confidence: 98%

I AM an Angry Black Woman: Black Feminist Autoethnography, Voice, and Resistance

Griffin

2012

Women's Studies in Communication

162

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“…It would be a mistake, however, to view the 'outsider' position of the rest of the team as uniformly problematic. For example, respondents often fully explained experiences and interactions, knowing that they would be outside our personal experience (for a further discussion, see also Edwards 1990;Mirza 1996;Hendrix 2002;Ochieng 2010;Rollock 2012).…”

Section: Introductionmentioning

confidence: 97%

Being strategic, being watchful, being determined: Black middle-class parents and schooling

Vincent¹,

Rollock²,

Ball³

et al. 2012

British Journal of Sociology of Education

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This paper reports on qualitative data that focus on the educational strategies of middle-class parents of Black Caribbean heritage. Drawing on Bourdieu's key concepts of habitus, capital and field, our focus is an investigation of the differences that are apparent between respondent parents in their levels of involvement with regard to schools. We conclude that, within a broadly similar paradigm of active involvement with and monitoring of schools, nuanced differences in parental strategising reflect whether academic achievement is given absolute priority within the home. This, in turn, reflects differential family habitus, and differential possession and activation of capitals. IntroductionMost UK-based research on the educational experiences of Black Caribbean children has focused on schools and the wider context of education policy. By contrast, in this study (ESRC R062231880), our main analytical focus is on homes rather than schools; that is to say, we are foregrounding the way in which parents view and interact with schools, and strategise about education. We should be clear, however, given the long history of deficit understandings of Black families (for elaboration, see Reynolds 2005), that we are not aligning ourselves with research or policy that seeks to blame parents for the underachievement of their children. Rather we are interested in the way in which Black Caribbean middle-class families deploy their social and cultural resources in support of their children's education. Our aim is to explore and analyze the educational perspectives, strategies and experiences of Black Caribbean-heritage middle-class families, carefully attending to the intersection of race and class in relation to their interactions with schools. The primary aim of the research is to identify the complexities of advantage

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“…; and (d) What constitutes legitimate knowledge within our discipline and why? After identifying these questions, I then invited my readers to join in a discussion of the issues outlined in that article and an earlier essay (Hendrix, 2002). Several scholars accepted the invitation and a conversation ensued in the form of an NCA double-panel on the topic.…”

mentioning

confidence: 98%

"Did Being Black Introduce Bias Into Your Study?": Attempting to Mute the Race-Related Research of Black Scholars

Cited by 40 publications

References 23 publications

I AM an Angry Black Woman: Black Feminist Autoethnography, Voice, and Resistance

I AM an Angry Black Woman: Black Feminist Autoethnography, Voice, and Resistance

Being strategic, being watchful, being determined: Black middle-class parents and schooling

Dialoguing with the “Communication Chorus”: Mapping the Contours of “the Morass”

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