Pub Date : 2022-02-10DOI: 10.1177/00219347221077275
M. K. Claybrook
This article examines the lived experiences of Black graduate student activist David C. Turner, III. It explores his intellectual and academic development in his masters program at the University of Pennsylvania and doctoral program at UC Berkeley. It also explores Turner’s on and off campus activism, including his involvements in the Black Liberation Collective, Black Youth Project (BYP) 100, and Brothers, Sons, Selves Coalition. Highly involved Black graduate student activists that successfully balance their studies and activism make themselves increasingly prepared for the job market in general and for the professoriate in particular. This article asserts that highly engaged activism coupled with advanced education prepared Turner for a career as an Africana activist-scholar in the academy. The article reveals his preparation by connecting Turner’s lived experiences with proven effective practices. The objective of this case study is to highlight the on and off campus experiences of one 21st century Black student activist, Turner, to reveal the link between Black graduate student activism, intellectual and scholarly development, and career preparation drawing upon informal conversations and semi-structured interviews.
{"title":"Becoming an Africana Activist Scholar: David C. Turner, III and Black Graduate Student Activism as Professional Development, A Case Study","authors":"M. K. Claybrook","doi":"10.1177/00219347221077275","DOIUrl":"https://doi.org/10.1177/00219347221077275","url":null,"abstract":"This article examines the lived experiences of Black graduate student activist David C. Turner, III. It explores his intellectual and academic development in his masters program at the University of Pennsylvania and doctoral program at UC Berkeley. It also explores Turner’s on and off campus activism, including his involvements in the Black Liberation Collective, Black Youth Project (BYP) 100, and Brothers, Sons, Selves Coalition. Highly involved Black graduate student activists that successfully balance their studies and activism make themselves increasingly prepared for the job market in general and for the professoriate in particular. This article asserts that highly engaged activism coupled with advanced education prepared Turner for a career as an Africana activist-scholar in the academy. The article reveals his preparation by connecting Turner’s lived experiences with proven effective practices. The objective of this case study is to highlight the on and off campus experiences of one 21st century Black student activist, Turner, to reveal the link between Black graduate student activism, intellectual and scholarly development, and career preparation drawing upon informal conversations and semi-structured interviews.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":"53 1","pages":"323 - 345"},"PeriodicalIF":1.1,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49067880","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 : 2022-02-10DOI: 10.1177/00219347221077272
Reiland Rabaka
In the most general sense, the African Renaissance entails Africans combatting the racialization, colonization, and neo-colonization of Africa and committing to the decolonization, re-Africanization, and liberation of Africa. When Amilcar Cabral and Frantz Fanon’s radical theory and revolutionary praxis (i.e., Cabralism and Fanonism, respectively) are placed into critical dialog a groundbreaking dialectic of revolutionary decolonization and revolutionary re-Africanization emerges. This article argues that this dialectic is sorely needed to reanimate—perhaps even radicalize and, indeed, revolutionize—contemporary conceptions of the African Renaissance. To that end, first, this article will explore the conceptual connections between Cabral’s theory of “return to the source” and Fanon’s theory of “the wretched of the earth.” Next, it will investigate Cabral’s distinct discourse on revolutionary decolonization and its implications for the African Renaissance. Lastly, the discussion will examine the ways in which Fanon’s theory of radical political education is key to understanding his and Cabral’s conceptions of, and key contributions to, both revolutionary decolonization and revolutionary re-Africanization, as well as their reverberations within the discourse on the African Renaissance.
{"title":"Return to the Source: Cabral, Fanon, the Dialectic of Revolutionary Decolonization/Revolutionary Re-Africanization, and the African Renaissance","authors":"Reiland Rabaka","doi":"10.1177/00219347221077272","DOIUrl":"https://doi.org/10.1177/00219347221077272","url":null,"abstract":"In the most general sense, the African Renaissance entails Africans combatting the racialization, colonization, and neo-colonization of Africa and committing to the decolonization, re-Africanization, and liberation of Africa. When Amilcar Cabral and Frantz Fanon’s radical theory and revolutionary praxis (i.e., Cabralism and Fanonism, respectively) are placed into critical dialog a groundbreaking dialectic of revolutionary decolonization and revolutionary re-Africanization emerges. This article argues that this dialectic is sorely needed to reanimate—perhaps even radicalize and, indeed, revolutionize—contemporary conceptions of the African Renaissance. To that end, first, this article will explore the conceptual connections between Cabral’s theory of “return to the source” and Fanon’s theory of “the wretched of the earth.” Next, it will investigate Cabral’s distinct discourse on revolutionary decolonization and its implications for the African Renaissance. Lastly, the discussion will examine the ways in which Fanon’s theory of radical political education is key to understanding his and Cabral’s conceptions of, and key contributions to, both revolutionary decolonization and revolutionary re-Africanization, as well as their reverberations within the discourse on the African Renaissance.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":"53 1","pages":"419 - 440"},"PeriodicalIF":1.1,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48646542","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 : 2022-02-09DOI: 10.1177/00219347221077362
Tarik A. Richardson
{"title":"Book Review: Black cultural mythology","authors":"Tarik A. Richardson","doi":"10.1177/00219347221077362","DOIUrl":"https://doi.org/10.1177/00219347221077362","url":null,"abstract":"","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":"53 1","pages":"411 - 413"},"PeriodicalIF":1.1,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47225035","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 : 2022-01-26DOI: 10.1177/00219347221074060
W. Iheme
Black people in America have often been labeled outlaws, deviants, and nonconformists who are disinterested in complying with the laid down rules. However, from a long range experience dating back to slavery, they recognize that rules in the American context whether the Slave Codes, Black Codes, Jim Crows, or the contemporary law, are machinations of the legal system to perpetuate oppression and violence against Blackness. Toward self-preservation, they have learned to radically resist acts of oppression such as wrongful arrests by the police and the functional denial of their rights to be presumed innocent, protest and bear arms, even if such resistance necessitates a stark disobedience to the law enforcement. The Stono Rebellion of 1739 and other slave uprisings used resistance to achieve the abolition of chattel slavery. In the contemporary times, the Black radical tradition pursues the eradication of criminal enslavement by promoting Black protests and resistance against wrongful arrests: wrongful arrests have been identified as the preliminary steps toward mass Black incarceration. In opposition to the mainstream perspective in American literature, this paper uses a functional-analytical approach to legal reasoning to analyze key legal, historical, and sociological issues surrounding the existence of Black people in America in order to show that slavery is still functionally alive: it argues positively for the legitimacy and appropriateness of the Black radical tradition as a reliable means of effectuating the myriad black-letter rights that started in 1865 under the Thirteenth Amendment.
{"title":"Black Bodies in America as the Metaphors for Oppression, Poverty, Violence, and Hate: Searching for Sustainable Solutions Beyond the Black-letter Law","authors":"W. Iheme","doi":"10.1177/00219347221074060","DOIUrl":"https://doi.org/10.1177/00219347221074060","url":null,"abstract":"Black people in America have often been labeled outlaws, deviants, and nonconformists who are disinterested in complying with the laid down rules. However, from a long range experience dating back to slavery, they recognize that rules in the American context whether the Slave Codes, Black Codes, Jim Crows, or the contemporary law, are machinations of the legal system to perpetuate oppression and violence against Blackness. Toward self-preservation, they have learned to radically resist acts of oppression such as wrongful arrests by the police and the functional denial of their rights to be presumed innocent, protest and bear arms, even if such resistance necessitates a stark disobedience to the law enforcement. The Stono Rebellion of 1739 and other slave uprisings used resistance to achieve the abolition of chattel slavery. In the contemporary times, the Black radical tradition pursues the eradication of criminal enslavement by promoting Black protests and resistance against wrongful arrests: wrongful arrests have been identified as the preliminary steps toward mass Black incarceration. In opposition to the mainstream perspective in American literature, this paper uses a functional-analytical approach to legal reasoning to analyze key legal, historical, and sociological issues surrounding the existence of Black people in America in order to show that slavery is still functionally alive: it argues positively for the legitimacy and appropriateness of the Black radical tradition as a reliable means of effectuating the myriad black-letter rights that started in 1865 under the Thirteenth Amendment.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":"53 1","pages":"290 - 319"},"PeriodicalIF":1.1,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42459069","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 : 2022-01-26DOI: 10.1177/00219347221074391
Lieketseng Ned
Disability studies globally is concerned, in various ways, with questions of systemic injustices and inequities that persons with disabilities are subjected to. Persons with disabilities are often positioned as the objects of research rather than equal thinkers and knowledge bearers in their own right. These issues are amplified in the context of African societies, where access is even more challenging than in wealthier countries, and many persons with disabilities are excluded from education altogether. This situation reinforces their epistemic vulnerability. As such, there is limited work on doing disability research from the frame of reference of those in these African societies. This article operates at the nexus of two scholarly traditions. The first of these is the field of disability studies, which is generally dominated by Global North thinking than ideas and experiences from the Global South, and which has addressed questions of knowledge and participation quite extensively, but most commonly in high-income countries. The second is the long-standing political and epistemological African Renaissance lens for understanding and rebelling against imperialism and neo-colonial advances in formerly colonized African societies. I integrate and engage these two scholarly traditions to contribute to charting possibilities of what critical disability studies might look like and mean, from the premise of an African Renaissance. Central to this discussion is building on African theorization while also challenging the dominating and hegemonic white-centric theorization that dominates the field and epistemology in general.
{"title":"African Renaissance as a Premise for Reimagined Disability Studies in Africa","authors":"Lieketseng Ned","doi":"10.1177/00219347221074391","DOIUrl":"https://doi.org/10.1177/00219347221074391","url":null,"abstract":"Disability studies globally is concerned, in various ways, with questions of systemic injustices and inequities that persons with disabilities are subjected to. Persons with disabilities are often positioned as the objects of research rather than equal thinkers and knowledge bearers in their own right. These issues are amplified in the context of African societies, where access is even more challenging than in wealthier countries, and many persons with disabilities are excluded from education altogether. This situation reinforces their epistemic vulnerability. As such, there is limited work on doing disability research from the frame of reference of those in these African societies. This article operates at the nexus of two scholarly traditions. The first of these is the field of disability studies, which is generally dominated by Global North thinking than ideas and experiences from the Global South, and which has addressed questions of knowledge and participation quite extensively, but most commonly in high-income countries. The second is the long-standing political and epistemological African Renaissance lens for understanding and rebelling against imperialism and neo-colonial advances in formerly colonized African societies. I integrate and engage these two scholarly traditions to contribute to charting possibilities of what critical disability studies might look like and mean, from the premise of an African Renaissance. Central to this discussion is building on African theorization while also challenging the dominating and hegemonic white-centric theorization that dominates the field and epistemology in general.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":"53 1","pages":"485 - 504"},"PeriodicalIF":1.1,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49078841","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 : 2022-01-13DOI: 10.1177/00219347211067582
S. H. House
This study explored the adaptive behaviors used by African American college students attending a predominantly White university. In-depth individual interviews were conducted and used as the primary method of data collection for this study. In addition, a focus group session provided member checking opportunity to strengthen the study. The analysis revealed participants utilized multiple adaptive behaviors to combat negative racialized experiences while attending a university where they were underrepresented. These adaptive behaviors were used as resistance strategies by African American students navigating a racially charged university context.
{"title":"Examining Adaptive Behaviors as Resistance Strategies for African American College Students in Adverse University Contexts","authors":"S. H. House","doi":"10.1177/00219347211067582","DOIUrl":"https://doi.org/10.1177/00219347211067582","url":null,"abstract":"This study explored the adaptive behaviors used by African American college students attending a predominantly White university. In-depth individual interviews were conducted and used as the primary method of data collection for this study. In addition, a focus group session provided member checking opportunity to strengthen the study. The analysis revealed participants utilized multiple adaptive behaviors to combat negative racialized experiences while attending a university where they were underrepresented. These adaptive behaviors were used as resistance strategies by African American students navigating a racially charged university context.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":"53 1","pages":"207 - 226"},"PeriodicalIF":1.1,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42808573","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 : 2021-12-30DOI: 10.1177/00219347211065057
Gregory Gondwe
Through selective exposure, this study examined the role the US news media played in encouraging or discouraging minority races from getting vaccinated. Through content analysis and focus groups, we were able to demonstrate that most media messages focused on prior beliefs in their reporting, therefore, discouraging the black and Latino minorities from getting the COVID-19 vaccinations. Further, while blacks and Latinos based their fears of the vaccines on health effects, white respondents were more concerned about government surveillance and the desire to go back to “normal” life after the quarantine. Ultimately, white respondents were more positive about vaccination arguing that they were tired of the quarantine and wanted normal life back.
{"title":"US Media, Selective Exposure, and the Promotion of COVID-19 Vaccinations in Black and Latino Communities","authors":"Gregory Gondwe","doi":"10.1177/00219347211065057","DOIUrl":"https://doi.org/10.1177/00219347211065057","url":null,"abstract":"Through selective exposure, this study examined the role the US news media played in encouraging or discouraging minority races from getting vaccinated. Through content analysis and focus groups, we were able to demonstrate that most media messages focused on prior beliefs in their reporting, therefore, discouraging the black and Latino minorities from getting the COVID-19 vaccinations. Further, while blacks and Latinos based their fears of the vaccines on health effects, white respondents were more concerned about government surveillance and the desire to go back to “normal” life after the quarantine. Ultimately, white respondents were more positive about vaccination arguing that they were tired of the quarantine and wanted normal life back.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":"53 1","pages":"227 - 246"},"PeriodicalIF":1.1,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46962254","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 : 2021-12-30DOI: 10.1177/00219347211067585
B. Lewis, ArCasia D. James‐Gallaway
This essay suggests examining “ordinary,” segregated Black schools from the past helps explain persistent issues in Black education at present. To demonstrate this point, the essay focuses on the shortcomings of philanthropy in education from the 1920s to the present day in Wilmington, Delaware. It asserts for Black education to thrive, a combination of adequate resources and Black control over those resources is necessary. Utilizing School No. 5, a school heretofore undocumented in scholarship, as one specific case, the authors show how this elementary school was initially overlooked by white philanthropy, only to be pervaded with it decades later. Centrally, the authors argue in both instances, whites’ actions, either by oversight or interference, hindered the holistic quality of Black children’s education; these persistent impediments to Black education, however, transpired alongside the valiant efforts and self-determination of Black educators and Wilmington’s Black community.
{"title":"White Philanthropy Won’t Save Black Education: Tracing an “Ordinary” Segregated School’s Life in Delaware","authors":"B. Lewis, ArCasia D. James‐Gallaway","doi":"10.1177/00219347211067585","DOIUrl":"https://doi.org/10.1177/00219347211067585","url":null,"abstract":"This essay suggests examining “ordinary,” segregated Black schools from the past helps explain persistent issues in Black education at present. To demonstrate this point, the essay focuses on the shortcomings of philanthropy in education from the 1920s to the present day in Wilmington, Delaware. It asserts for Black education to thrive, a combination of adequate resources and Black control over those resources is necessary. Utilizing School No. 5, a school heretofore undocumented in scholarship, as one specific case, the authors show how this elementary school was initially overlooked by white philanthropy, only to be pervaded with it decades later. Centrally, the authors argue in both instances, whites’ actions, either by oversight or interference, hindered the holistic quality of Black children’s education; these persistent impediments to Black education, however, transpired alongside the valiant efforts and self-determination of Black educators and Wilmington’s Black community.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":"53 1","pages":"269 - 289"},"PeriodicalIF":1.1,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43336156","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 : 2021-12-30DOI: 10.1177/00219347211066113
Y. Robinson
The purpose of this exploratory study was to investigate whether intentional exposure to affirming messages via podcast would lead to improvement in subjective wellbeing in a sample of African American women. This two-part study used a mixed-methods design to measure subjective wellbeing using the Multicultural Quality of Life Index and a series of focus groups. During Phase 1, participants rated and discussed culturally relevant affirmations that informed the development of the podcast intervention used in Phase 2. The results revealed that stressors such as microaggressions, mental distress, and competing demands justified the need for support. Participants indicated that the podcast intervention was an enriching experience that illuminated the necessity of restorative practices that heal and revitalize the spirit. The intervention led to positive behavior change; and these results demonstrated the podcast benefits, suggesting that intentional exposure to positive messages may help some African American women cope with life stressors.
{"title":"You Are What You Eat: Affirming Podcast and Subjective Wellbeing among African American Women","authors":"Y. Robinson","doi":"10.1177/00219347211066113","DOIUrl":"https://doi.org/10.1177/00219347211066113","url":null,"abstract":"The purpose of this exploratory study was to investigate whether intentional exposure to affirming messages via podcast would lead to improvement in subjective wellbeing in a sample of African American women. This two-part study used a mixed-methods design to measure subjective wellbeing using the Multicultural Quality of Life Index and a series of focus groups. During Phase 1, participants rated and discussed culturally relevant affirmations that informed the development of the podcast intervention used in Phase 2. The results revealed that stressors such as microaggressions, mental distress, and competing demands justified the need for support. Participants indicated that the podcast intervention was an enriching experience that illuminated the necessity of restorative practices that heal and revitalize the spirit. The intervention led to positive behavior change; and these results demonstrated the podcast benefits, suggesting that intentional exposure to positive messages may help some African American women cope with life stressors.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":"53 1","pages":"247 - 268"},"PeriodicalIF":1.1,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46152171","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 : 2021-12-15DOI: 10.1177/00219347211060540
Autumn Asher Blackdeer, Sara Beeler-Stinn, David A. Patterson Silver Wolf, Jenifer Van Schuyver
Nearly one-fourth of all undergraduate degrees received by Black students are from historically Black colleges and universities (HBCUs). HBCUs have both historical significance and present-day relevance in the promotion of Black excellence in higher education, especially in the consideration of behavioral health. The purpose of this work is to examine the present state of research surrounding behavioral health within HBCUs. A scoping review was conducted of the EbscoHost database, yielding a total of 252 articles. A total of 39 articles met the inclusion criteria and were examined within this work. Six studies informed the prevalence of behavioral health issues on campus, while the remaining articles covered a broad range of research from psychological and physical wellbeing, sexual health, violence, identity, and ideology, and finally programs and policies. Gaps and future recommendations for research and practice are discussed.
{"title":"HBCUs Matter: A Review of Behavioral Health at Historically Black Colleges and Universities","authors":"Autumn Asher Blackdeer, Sara Beeler-Stinn, David A. Patterson Silver Wolf, Jenifer Van Schuyver","doi":"10.1177/00219347211060540","DOIUrl":"https://doi.org/10.1177/00219347211060540","url":null,"abstract":"Nearly one-fourth of all undergraduate degrees received by Black students are from historically Black colleges and universities (HBCUs). HBCUs have both historical significance and present-day relevance in the promotion of Black excellence in higher education, especially in the consideration of behavioral health. The purpose of this work is to examine the present state of research surrounding behavioral health within HBCUs. A scoping review was conducted of the EbscoHost database, yielding a total of 252 articles. A total of 39 articles met the inclusion criteria and were examined within this work. Six studies informed the prevalence of behavioral health issues on campus, while the remaining articles covered a broad range of research from psychological and physical wellbeing, sexual health, violence, identity, and ideology, and finally programs and policies. Gaps and future recommendations for research and practice are discussed.","PeriodicalId":47356,"journal":{"name":"Journal of Black Studies","volume":"53 1","pages":"181 - 203"},"PeriodicalIF":1.1,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42065216","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：