Pub Date : 2023-10-21DOI: 10.1177/00219347231207066
God’sgift Ogban Uwen, Eunice Kingsley Ukaegbu
Personal naming culture among the Igbos in South-eastern Nigeria is ethnopragmatically conceived to contextualize their collective worldview which communicates their religious and sociocultural connections. This paper explores an aspect of Igbo naming practices which shows the diverse conceptualization of Chi (God) from an ethnopragmatic perspective that situate names and meanings within the language and religious interpretations. Data for the study were generated through participant observation, semi-structured interviews and informal interactions with 40 recruited participants as representative sample of the name-givers, bearers and users among Mbaise and Ngwa people in Aboh Mbaise and Aba North Local Government Areas in Imo and Abia States of Nigeria. Findings show that the personal names contextualize Igbo Christians’ conceptualization of Chi as supreme, virtuous, extolling and trustworthy, giver of wealth and a faithful promise keeper. We conclude that Chi has a deepened value in the Igbo sociocultural and religious beliefs nuanced in their naming practices that construct particular circumstance(s) of the name bearer, parents and community. The emerging orientations expand the ethnopragmatic functions of the personal names beyond linguistic and sociocultural identities to situate Igbo as a society with supreme attachment to Christian religion, reverence to, and propagation of the virtues and nature of God.
{"title":"God is Life: A Sociolinguistic and Ethnopragmatic Conceptualization of <i>Chi</i> in Igbo Naming Practices","authors":"God’sgift Ogban Uwen, Eunice Kingsley Ukaegbu","doi":"10.1177/00219347231207066","DOIUrl":"https://doi.org/10.1177/00219347231207066","url":null,"abstract":"Personal naming culture among the Igbos in South-eastern Nigeria is ethnopragmatically conceived to contextualize their collective worldview which communicates their religious and sociocultural connections. This paper explores an aspect of Igbo naming practices which shows the diverse conceptualization of Chi (God) from an ethnopragmatic perspective that situate names and meanings within the language and religious interpretations. Data for the study were generated through participant observation, semi-structured interviews and informal interactions with 40 recruited participants as representative sample of the name-givers, bearers and users among Mbaise and Ngwa people in Aboh Mbaise and Aba North Local Government Areas in Imo and Abia States of Nigeria. Findings show that the personal names contextualize Igbo Christians’ conceptualization of Chi as supreme, virtuous, extolling and trustworthy, giver of wealth and a faithful promise keeper. We conclude that Chi has a deepened value in the Igbo sociocultural and religious beliefs nuanced in their naming practices that construct particular circumstance(s) of the name bearer, parents and community. The emerging orientations expand the ethnopragmatic functions of the personal names beyond linguistic and sociocultural identities to situate Igbo as a society with supreme attachment to Christian religion, reverence to, and propagation of the virtues and nature of God.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135512900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning while Black: racial and educational challenges of Black students, is based on a qualitative study focused on the educational experiences of high school seniors, undergraduate and graduate students. Focus groups with students from the three targeted groups revealed that Black students experience several challenges: (1) inadequate student, faculty and teacher representation, (2) inadequate mentoring, (3) isolation, (4) overt racism/microaggressions, (5) inadequate information regarding resources, and (6) mental health issues. This study operationalizes these barriers using students’ lived experiences and quotes. Students also provide insight on possible solutions for addressing racial and educational challenges including hiring Black faculty, and mental health counselors, increasing diversity, racial and cultural training for students, staff, and faculty, and providing mentoring, financial and other resources for Black students. Predominately White institutions can create safer, more inclusive environments for Black students by utilizing these strategies. Students’ resiliency and strengths can also play an important role in implementing these strategies to reduce educational disparities.
{"title":"Learning While Black: Racial and Educational Challenges of Black Students","authors":"Ruby Joseph, LaTosha Thomas, Angela Vatalaro, Rene Anderson, Fenda Akiwumi, Richard Briscoe","doi":"10.1177/00219347231200888","DOIUrl":"https://doi.org/10.1177/00219347231200888","url":null,"abstract":"Learning while Black: racial and educational challenges of Black students, is based on a qualitative study focused on the educational experiences of high school seniors, undergraduate and graduate students. Focus groups with students from the three targeted groups revealed that Black students experience several challenges: (1) inadequate student, faculty and teacher representation, (2) inadequate mentoring, (3) isolation, (4) overt racism/microaggressions, (5) inadequate information regarding resources, and (6) mental health issues. This study operationalizes these barriers using students’ lived experiences and quotes. Students also provide insight on possible solutions for addressing racial and educational challenges including hiring Black faculty, and mental health counselors, increasing diversity, racial and cultural training for students, staff, and faculty, and providing mentoring, financial and other resources for Black students. Predominately White institutions can create safer, more inclusive environments for Black students by utilizing these strategies. Students’ resiliency and strengths can also play an important role in implementing these strategies to reduce educational disparities.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-01DOI: 10.1177/00219347231196362
Christel N. Temple
{"title":"Editor-In-Chief’s Message","authors":"Christel N. Temple","doi":"10.1177/00219347231196362","DOIUrl":"https://doi.org/10.1177/00219347231196362","url":null,"abstract":"","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134935738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.1177/00219347231200887
Lessep T. Duncan, Mark Smith
Aimed at exploring the lived experiences of family caregivers of care recipients in the Black community, this study uses Heideggerian phenomenology to elucidate the meaning of caregiving as defined from the lived experiences of the caregivers themselves. Using a nonprobability purposive design, 12 caregivers from the Black community were interviewed to examine their cultural and lived experiences of caring for family members with Alzheimer’s Disease or Related Dementia (ADRD). Six main themes related to the caregiving role and experience were identified. These themes coalesced to generate a major theme of Maintaining a Family Identity. While the experience of caregiving was expressed as emotionally difficult, family caregiver’s cultural backgrounds emphasized a responsibility to provide care. This led to an ambivalent perception of formal support. Utilization of formal support to address caregiving difficulties was considered acceptable when it was in line with caregivers’ need to retain a sense of familial responsibility and consistency of identity. Gaining further insight into cultural factors associated with the caregiving experience included the need for increased sensitivity in providing services that addressed the psychoemotional stress that can arise from Black caregivers’ dilemma in attempting to maintain familial identity. Attention to the familial relationship within the Black community will assist policymakers, researchers, and practitioners to develop services that caregivers in the Black community consider acceptable, accessible, and effective in enhancing their caregiving experiences.
{"title":"Retaining Family Identity: Lived Experience of Caregiving in the Black Community","authors":"Lessep T. Duncan, Mark Smith","doi":"10.1177/00219347231200887","DOIUrl":"https://doi.org/10.1177/00219347231200887","url":null,"abstract":"Aimed at exploring the lived experiences of family caregivers of care recipients in the Black community, this study uses Heideggerian phenomenology to elucidate the meaning of caregiving as defined from the lived experiences of the caregivers themselves. Using a nonprobability purposive design, 12 caregivers from the Black community were interviewed to examine their cultural and lived experiences of caring for family members with Alzheimer’s Disease or Related Dementia (ADRD). Six main themes related to the caregiving role and experience were identified. These themes coalesced to generate a major theme of Maintaining a Family Identity. While the experience of caregiving was expressed as emotionally difficult, family caregiver’s cultural backgrounds emphasized a responsibility to provide care. This led to an ambivalent perception of formal support. Utilization of formal support to address caregiving difficulties was considered acceptable when it was in line with caregivers’ need to retain a sense of familial responsibility and consistency of identity. Gaining further insight into cultural factors associated with the caregiving experience included the need for increased sensitivity in providing services that addressed the psychoemotional stress that can arise from Black caregivers’ dilemma in attempting to maintain familial identity. Attention to the familial relationship within the Black community will assist policymakers, researchers, and practitioners to develop services that caregivers in the Black community consider acceptable, accessible, and effective in enhancing their caregiving experiences.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136341612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1177/00219347231203406
Craig I. Wynne
{"title":"Book Review: The Love Jones cohort: Single and living alone in the Black middle class","authors":"Craig I. Wynne","doi":"10.1177/00219347231203406","DOIUrl":"https://doi.org/10.1177/00219347231203406","url":null,"abstract":"","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134960347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-22DOI: 10.1177/00219347231200885
Demetrius Cofield
Black men reportedly have a high prevalence of mental illness with little to no counseling engagement. While there have been studies to determine potential influences on their lack of counseling utilization, the lack of impact toward progress and the scarcity of such literature in the counseling field proves the need for continued exploration. Many of these studies have been conducted by scholars in other social science disciplines with few done by counseling scholars. A review of research concerning Black men and counseling utilization is presented using BlackCrit as a theoretical framework. Racism and masculinity are highlighted as barriers to mental health treatment which require further exploration in counseling literature. Recommendations for improving future research and advocacy efforts are provided for counselors and other mental health professionals.
{"title":"“Is it Okay Not to be Okay?”: A Critical Literature Review of Barriers to Mental Health Treatment for Black Men","authors":"Demetrius Cofield","doi":"10.1177/00219347231200885","DOIUrl":"https://doi.org/10.1177/00219347231200885","url":null,"abstract":"Black men reportedly have a high prevalence of mental illness with little to no counseling engagement. While there have been studies to determine potential influences on their lack of counseling utilization, the lack of impact toward progress and the scarcity of such literature in the counseling field proves the need for continued exploration. Many of these studies have been conducted by scholars in other social science disciplines with few done by counseling scholars. A review of research concerning Black men and counseling utilization is presented using BlackCrit as a theoretical framework. Racism and masculinity are highlighted as barriers to mental health treatment which require further exploration in counseling literature. Recommendations for improving future research and advocacy efforts are provided for counselors and other mental health professionals.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136061921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.1177/00219347231191228
Tajma A. Cameron
Existing literature has focused on a variety of factors leading to the underrepresentation of Black girls in STEM such as a lack of engagement and encouragement during formative school years, racial and gender biases, as well as student and teacher perceptions of academic abilities. However, there remains a gap when examining the impact of counterspaces on Black girls’ STEM identity development and its influence on their desires to pursue STEM degrees and STEM careers leading to increased representation in STEM fields. As STEM identity remains a powerful indicator of Black girls’ success in persisting in STEM fields, understanding the role of counterspaces in influencing Black girls’ STEM identity development is of critical significance. This conceptual article utilizes the frameworks of Critical Race Feminism (CRF) and Sociotransformative Constructivism as a lens to examine how counterspaces can serve as sites where Black girls challenge deficit notions about themselves as STEM learners that will contribute to building their self-perceptions and aid in the development of their STEM identity. Utilizing a literature review, this conceptual article will examine theoretical and empirical research that will guide me in the examination of the influence of counterspaces in the development of Black girls’ STEM identity. This article concludes with the implications of the need for counterspaces within PK-12 settings that can serve as sites where Black girls’ STEM identities can be cultivated and nurtured.
{"title":"We Are STEM: Examining the Significance and Influence of Counterspaces in the Development of Black Girls’ STEM Identity","authors":"Tajma A. Cameron","doi":"10.1177/00219347231191228","DOIUrl":"https://doi.org/10.1177/00219347231191228","url":null,"abstract":"Existing literature has focused on a variety of factors leading to the underrepresentation of Black girls in STEM such as a lack of engagement and encouragement during formative school years, racial and gender biases, as well as student and teacher perceptions of academic abilities. However, there remains a gap when examining the impact of counterspaces on Black girls’ STEM identity development and its influence on their desires to pursue STEM degrees and STEM careers leading to increased representation in STEM fields. As STEM identity remains a powerful indicator of Black girls’ success in persisting in STEM fields, understanding the role of counterspaces in influencing Black girls’ STEM identity development is of critical significance. This conceptual article utilizes the frameworks of Critical Race Feminism (CRF) and Sociotransformative Constructivism as a lens to examine how counterspaces can serve as sites where Black girls challenge deficit notions about themselves as STEM learners that will contribute to building their self-perceptions and aid in the development of their STEM identity. Utilizing a literature review, this conceptual article will examine theoretical and empirical research that will guide me in the examination of the influence of counterspaces in the development of Black girls’ STEM identity. This article concludes with the implications of the need for counterspaces within PK-12 settings that can serve as sites where Black girls’ STEM identities can be cultivated and nurtured.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48117567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1177/00219347231186806
Sheldon Applewhite, Fabienne Snowden, Juan Battle
Black communities comprise 13% of the U.S. population, but accounted for 42% of all new HIV infections in 2019. Key to reducing HIV infection rates is knowing one’s status. A precursor to knowing is getting tested for HIV. The more information one has concerning the ways social determinants serve as conduits and barriers to getting tested, the more beneficial to all communities, and especially marginalized ones. To help fill this gap in knowledge, this paper utilizes critical race theory and intersectionality as theoretical frameworks, employs secondary analysis of the Black sample within the Behavioral Risk Factor Surveillance data from the Center for Disease Control and Prevention; as well as hierarchical logistic regression modeling to examine the relative impact of health and healthcare, substance use, and key demographics on whether or not a respondent gets tested for HIV. Further, to examine gender differences across these relationships for Black adults, analyses are performed first for both genders and then separately for male and female respondents.
{"title":"Race, Gender, and HIV Testing: A Nationwide Study of the Social Determinants of Black Male and Female Differences in HIV Testing","authors":"Sheldon Applewhite, Fabienne Snowden, Juan Battle","doi":"10.1177/00219347231186806","DOIUrl":"https://doi.org/10.1177/00219347231186806","url":null,"abstract":"Black communities comprise 13% of the U.S. population, but accounted for 42% of all new HIV infections in 2019. Key to reducing HIV infection rates is knowing one’s status. A precursor to knowing is getting tested for HIV. The more information one has concerning the ways social determinants serve as conduits and barriers to getting tested, the more beneficial to all communities, and especially marginalized ones. To help fill this gap in knowledge, this paper utilizes critical race theory and intersectionality as theoretical frameworks, employs secondary analysis of the Black sample within the Behavioral Risk Factor Surveillance data from the Center for Disease Control and Prevention; as well as hierarchical logistic regression modeling to examine the relative impact of health and healthcare, substance use, and key demographics on whether or not a respondent gets tested for HIV. Further, to examine gender differences across these relationships for Black adults, analyses are performed first for both genders and then separately for male and female respondents.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45044343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1177/00219347231184259
Dave A. Louis
The author shares counter narratives of eleven Black faculty members employed at predominantly white research universities in the United States focusing on their experiences with happiness within their academic role. The researcher builds the study advancing a more nuanced view of the Black faculty experience. Counter storytelling was specifically used to exhibit Black faculty members’ self-description of happiness while affording them an opportunity to highlight experiences which produced feelings of happiness. This narrative exploration serves as a clarion call to Black faculty to recognize, embrace, and foster components of their academic roles that yield happiness. The author offers university leadership suggestions for the retention of Black faculty and urges for a relentless striving for racially equitable environments.
{"title":"Black Faculty Happiness: A Qualitative Ode to Black Faculty Voices, Success, and Retention at Predominantly White Research Universities","authors":"Dave A. Louis","doi":"10.1177/00219347231184259","DOIUrl":"https://doi.org/10.1177/00219347231184259","url":null,"abstract":"The author shares counter narratives of eleven Black faculty members employed at predominantly white research universities in the United States focusing on their experiences with happiness within their academic role. The researcher builds the study advancing a more nuanced view of the Black faculty experience. Counter storytelling was specifically used to exhibit Black faculty members’ self-description of happiness while affording them an opportunity to highlight experiences which produced feelings of happiness. This narrative exploration serves as a clarion call to Black faculty to recognize, embrace, and foster components of their academic roles that yield happiness. The author offers university leadership suggestions for the retention of Black faculty and urges for a relentless striving for racially equitable environments.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45955644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1177/00219347231189511
R. L. Graham, Andrea Guiden Pittman
This study illuminates African American responses to the Influenza pandemic of 1918, historically Black colleges and universities (HBCUs) in particular. We chose a decolonized approach to historical inquiry, centering Black narratives, periodicals, and historical documents to better understand the African American experience and thereby the world. Our investigation revealed institutions that readily and dutifully responded to the pandemic as a function of their expertise and as a strategy to advance the freedom cause of African Americans. Places like Howard University, Knoxville College, and Meharry Medical College were resources for Black folks, their communities, and for the first time, White Americans. HBCU giants, W. E. B. Du Bois and C.V. Roman emerged in new ways to help Black America balance its duties to society, democracy, and to the race. Despite valor in war and medical service to the country, Black America would continue to struggle for full citizenship.
{"title":"Doing the Work of God: HBCU’s and Black America’s Response to the Influenza Pandemic of 1918","authors":"R. L. Graham, Andrea Guiden Pittman","doi":"10.1177/00219347231189511","DOIUrl":"https://doi.org/10.1177/00219347231189511","url":null,"abstract":"This study illuminates African American responses to the Influenza pandemic of 1918, historically Black colleges and universities (HBCUs) in particular. We chose a decolonized approach to historical inquiry, centering Black narratives, periodicals, and historical documents to better understand the African American experience and thereby the world. Our investigation revealed institutions that readily and dutifully responded to the pandemic as a function of their expertise and as a strategy to advance the freedom cause of African Americans. Places like Howard University, Knoxville College, and Meharry Medical College were resources for Black folks, their communities, and for the first time, White Americans. HBCU giants, W. E. B. Du Bois and C.V. Roman emerged in new ways to help Black America balance its duties to society, democracy, and to the race. Despite valor in war and medical service to the country, Black America would continue to struggle for full citizenship.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42777797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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