Mainstreaming Outsiders: The Production of Black Professionals.

Willie, Charles V.; Blackwell, James E.

doi:10.2307/2295697

Cited by 13 publications

(8 citation statements)

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“…Socialization, in terms of the racial minority experience, is defined as “the process by which an individual learns to function in varying degrees in two systems—their minority culture and majority society,” (De Anda, 1984, p. 101). Assimilating is the process of socialization in which racial minority groups that have been historically treated as outsiders conform to the dominant racial group's language, cultural norms, values, and social expectations (Blackwell, 1981; Ramarajan & Reid, 2020). In contrast, armoring is a process of dual socialization in which minority individuals are raised within their racial cultural community not only to navigate a world created by and for the dominant racial group but also to develop a “protective shield” to maintain a sense of self‐worth when faced with discrimination and mistreatment (Bell & Nkomo, 1998, p. 286).…”

Section: Resultsmentioning

confidence: 99%

“…Both assimilating and armoring are forms of socialization as well as strategies for minority scientists‐in‐training to navigate the predominantly White world of the STEM profession (Bell & Nkomo, 1998; Blackwell, 1981; Ramarajan & Reid, 2020). Prior research finds that assimilating presents minority racial group members with two primary options—to submit wholly to the dominant group and be “willing to pay” by giving up their own racial cultural identity or to compartmentalize and retain their cultural identity within their minority racial community while submitting to assimilating at work (Blackwell, 1981, p. 9). In contrast, armoring involves having opportunities to develop one's self‐image and self‐respect to increase confidence in moving back and forth between predominantly White and racial minority community contexts (Bell & Nkomo, 1998).…”

Section: Resultsmentioning

confidence: 99%

“…We conceive then that it is the vicious cycles of invalidation that create conflict out of twoness and place pressure on minority scientists-in-training to conform or to compartmentalize as reflected in prior research (Bell, 1990;Blackwell, 1981).…”

Section: Mechanisms Of Double-consciousnessmentioning

confidence: 99%

“…For these individuals, taking on a professional identity—defined as the relatively stable and enduring self‐concept made up of attributes, beliefs, values, motives, and experiences tied to occupation (Ibarra, 1999, pp. 764–765; Schein, 1978)—can often mean not only learning the ropes of a profession but also accommodating White standards embedded in their professional social context (Blackwell, 1981).…”

Section: Introductionmentioning

confidence: 99%

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Double‐conscious professional self‐expression of racial minority scientists‐in‐training

et al. 2023

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SummaryDouble‐consciousness pervades the workplace experiences of minority professionals. Prior research captures various manifestations of double‐consciousness in the workplace, yet much of what we know comes from understanding the experiences of minority professionals in predominantly White workplaces. Inherent in conceptions of double‐consciousness is the sense of twoness in one's self concept that arises from seeing oneself through the eyes of both the predominantly White profession and one's own racial community. In this study, we examine contrasts as well as commonalities in experiences of double‐consciousness across different social contexts in the socialization of minority scientists‐in‐training. We draw from qualitative data collected from 64 individuals (including 39 underrepresented minority doctoral students, and 25 faculty, staff, and administrators) in science, technology, engineering, and mathematics (STEM) doctoral programs in both predominantly White and historically Black institutions to examine and compare the factors across different contexts that influence how minority scientists‐in‐training are able to express their emerging professional identity. Our findings reveal how minority scientists‐in‐training experience twoness as both a struggle and a strength, and we develop an inductive model of how different socializations influence the double‐conscious professional self‐expressions of minority scientists in training.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Mechanisms Of Double-consciousnessmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Double‐conscious professional self‐expression of racial minority scientists‐in‐training

et al. 2023

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“…Being forced to navigate and create spaces that do not confine and compartmentalize me, in reflection of my outsider self, has been an integral part of my educational journey. Blackwell (1981) designates the term "compartmentalization" to describe Blacks' separation of the two cultures in which they exist daily. My double consciousness began around the age of five years old in a small, rural town in Louisiana where dirt roads, farmland, and livestock cover a total area of 1.7 miles, and the demographics reflect an approximate 59.5% White and 37.1% Black population split (City-Data, 2021).…”

Section: Spn 4: Am I My Brother's Keeper?mentioning

confidence: 99%

Reconciling Our Strivings: Historically Black Colleges and Universities (HBCU) in Contemporary Contexts

Bonner,

Marbley,

Flowers

et al. 2023

Gifted Child Today

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Throughout history, Historically Black Colleges and Universities (HBCUs) have overcome countless challenges to achieve their goals of maintaining cultural traditions, providing key leadership and role models, assuring economic functions, addressing issues between minority and majority populations, and producing Black agents for research, institutional training, and information dissemination within the Black and other minority communities. Using a Scholarly Personal Narrative (SPN), this article focuses on the function, legacy, and relevance of current HBCUs. Using W. E. B. Du Bois’s “double consciousness” as a theoretical framework, each of the 12 contributing scholars address these questions: How have you reconciled your individual strivings? Has the HBCU placed a role in your reconciliation process? What SPN is emblematic of your reconciliation process? These questions are addressed through vivid narrative accounts that speak to the critical constructs of belonging—Black identity; gifted education, selfhood, spirituality, and theoretical frameworks. Each of these constructs represents an identity vector that points inward to the core—the HBCU.

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