Racialized Aggressions and Social Media on Campus

Gin, Kevin; Martínez‐Alemán, Ana M.; Rowan-Kenyon, Heather T.; Hottell, Derek

doi:10.1353/csd.2017.0013

Cited by 45 publications

(18 citation statements)

References 43 publications

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“…(p. 110) This framing speaks to the heinous nature of White colonization as he acknowledges that it is difficult for colonized intellectuals to emancipate Black people if they speak, act and think like the White colonizer. Despite Du Bois' (1903Bois' ( , 1965) and Fanon's (1952Fanon's ( , 1967 framing of "double consciousness" being nearly 110 years ago, contextualized research concerning similar experiences by Black students attending modern day PWIs (Arminio et al, 2000;Gin et al, 2017;Fleming, 1984;Harper, 1975;Hurtado et al, 1998;Kimbrough, 1995;Kimbrough & Hutcheson, 1998;Patton et al, 2011;Person & Christensen, 1996) has led to a single, overarching conclusion-to exist under the normative gaze of Whiteness often results in adverse social, academic and behavioral outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

Examining the continuum of Black student leadership: From community to college and beyond

Hotchkins

McNaughtan

2021

EPAA

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This qualitative comparative case study examines the leadership involvement of 11 Black collegians and how they make sense of enacting transgenerationally informed knowledge(s) as racial socialization to navigate a predominantly White institution (PWI) campus. Findings indicated participants used elder communal instruction and parental home pedagogy to inform what it means to be leaders who enact social justice while Black. Emergent themes were: 1) Collective Definition; and 2) Self-sacrifice. Participants indicated parents and elders racially socialized them to be self-sacrificing leaders who used values, respect, and honor to preserve Black culture, people, and traditions. Racial socialization processes influenced students to become leaders who built and sustained Black college communities by being resilient. Participants acknowledged that although resiliency was important there was added value in practicing racial resistance, which allowed for exposing racially threatening oppositions and identify acts of racism that were menacing.

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Section: Literature Reviewmentioning

confidence: 99%

Examining the continuum of Black student leadership: From community to college and beyond

Hotchkins

McNaughtan

2021

EPAA

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“…Students of color regularly confront discrimination, bias, and prejudice in both academic and social settings on college campuses (Franklin, Smith, & Hung, 2014;Gin, Martinez-Aleman, Rowan-Kenyon, & Hottell, 2017;McCabe, 2009;Suyemoto, Kim, Tanabe, Tawa, & Day, 2009). This discrimination can be expressed either in the form microaggressions and more subtle acts of disregard and contempt or more overt forms of racism like racial slurs and hate crimes (Brook, Ellenwood & Lazzaro, 2015;Davis, Dias-Bowie, Greenberg, Klukken, Pollio & Thomas, 2004;Pierce, Carew, Pierce-Gonzalez & Willis 1978).…”

Section: Is Social Injustice a Problem On Campuses?mentioning

confidence: 99%

Students, Universities and Employers: Why We All Win When We Promote Social Justice through SoTL

Wade

Bean

Teixeira-Poit

2019

ij-sotl

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This essay discusses the benefits of promoting social justice through the scholarship of teaching and learning. We start by highlighting the prevalence of injustices and discrimination (racism, sexism, homophobia, heteronormativity) experienced on college campuses in the US. We go on to highlight the (1) outcomes associated with social justice centered teaching and learning activities and (2) ways this approach makes students more valuable to potential employers upon graduation. We conclude with a call for campus wide promotion of social justice as both micro (classroom) and macro (university) level interventions are needed to truly create equitable learning spaces.

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“…Individuals from groups underrepresented in the academy have reported experiencing hostility, disrespect, and marginalization in these spaces (Gonzales, 2018). There is evidence that some inequities, discrimination and hostility occur in digital platforms and social media spaces, just as in the academy and larger society (Museus and Truong, 2013;Tynes et al, 2013;Baldwin, 2017;Gin et al, 2017). However, I argue that engagement in social media offers some benefits that may outweigh potential costs.…”

Section: Introductionmentioning

confidence: 98%

Building and Sustaining Diverse Functioning Networks Using Social Media and Digital Platforms to Improve Diversity and Inclusivity

Montgomery

2018

Front. Digit. Humanit.

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There has long been a focus on building inclusion and diversity in the sciences through a range of efforts intended to increase representation and access. Despite expansive efforts supported by higher education institutions, funding agencies and others, a need persists to support broad participation and success. Digital platforms, including blogs, and social media such as Twitter TM , offer emergent paths for scientists to proactively build supportive communities, even where structural diversity or numerical representation of diverse groups remains low. Use of these platforms can range from community building, to proactive mentoring, and advocacy, as well as more customary uses for supporting scholarly success of diverse individuals, including dissemination and accessible discussions of research findings. I discuss specific uses of social-media digital platforms for building and cultivating communities of underrepresented scholars and facilitating engagement around issues of broad concern to groups underrepresented in science and higher education. These uses include mentoring and support to promote equity, inclusion and diversity, promoting self-definition and personal agency, community building, and advocacy. I draw on published literature about using social media and digital platforms in higher education to build and cultivate "social networks" for connecting widely distributed individuals from underrepresented backgrounds to cultivate communities of interest, support and practice, including a focus on mentoring, sponsorship, and advocacy. I highlight the power of Twitter TM and social media platforms to build and cultivate connections of individuals underrepresented in science and the academy and to offer meaningful means for mitigating local deficits related to low structural diversity and inequity.

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Racialized Aggressions and Social Media on Campus

Cited by 45 publications

References 43 publications

Examining the continuum of Black student leadership: From community to college and beyond

Examining the continuum of Black student leadership: From community to college and beyond

Students, Universities and Employers: Why We All Win When We Promote Social Justice through SoTL

Building and Sustaining Diverse Functioning Networks Using Social Media and Digital Platforms to Improve Diversity and Inclusivity

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