What does it mean to use competencies in "praxis" with undergradute students at Historically Black institutions?

Abstract

Dialogue concerning competencies in community psychology practice has contributed to the articulation of undergraduate and graduate education in community psychology. This dialogue shares resources in applying community psychology competencies but lacks a voice—Historically Black Colleges and Universities (HBCUs). Historically Black Colleges and Universities have undergraduate courses and graduate programs in community psychology, yet, no one has written on competencies and "praxis" from these settings. This article uses reflective narratives from faculty and undergraduate students to illustrate the use of competencies in community psychology practice with a local community. The context of the institution, emerging from legal segregation in the south, and primarily populated by economically disadvantaged and ethnic minority students, models community inclusion, ecological perspectives, empowerment, value of socio-cultural diversity and reflective practice in a neighborhood revitalization project. Discussion centers on lessons learned and challenges in engaging in praxis across undergraduate settings and HBCUs.