On Black Mattering and (Un)framing the Preparation of Higher Education/Student Affairs Administrators

Autor/inn/en	Boss, Ginny Jones; Davis, Tiffany J.; Porter, Christa J.
Titel	On Black Mattering and (Un)framing the Preparation of Higher Education/Student Affairs Administrators
Quelle	In: Journal of Effective Teaching in Higher Education, 4 (2021) 2, S.27-42 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-7608
Schlagwörter	Higher Education; Student Personnel Workers; African Americans; Blacks; Graduate Study; Curriculum Development; Racial Bias; Social Justice; Social Attitudes; African American Culture; Literacy; Culturally Relevant Education; Course Descriptions; Geographic Regions; Institutional Characteristics; Racial Composition; Identification (Psychology); Language Usage; Skill Development; Cognitive Development; Critical Literacy + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Afroamerikaner; Black person; Schwarzer; Aufbaustudium; Graduiertenstudium; Hauptstudium; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Racial discrimination; Rassismus; Soziale Gerechtigkeit; Social attidude; Soziale Einstellung; Alphabetisierung; Schreib- und Lesefähigkeit; Kursstrukturplan; Sprachgebrauch; Kompetenzentwicklung; Qualifikationsentwicklung; Kognitive Entwicklung; Kritisches Lesen
Abstract	The purpose of this critical content analysis study was to examine higher education/student affairs (HE/SA) preparation toward a racial framing that centers and honors Black mattering. We explored linkages between Black literacies and epistemic credibility as indicators of Black mattering by analyzing 24 syllabi of foundational courses in HE/SA graduate preparation programs using Muhammad's (2020) Historically Responsive Literacy (HRL) framework. The HRL framework is a four-layered equity framework with the following learning goals: (a) identity development; (b) skill development; (c) intellectual development; and (d) criticality. Across the four layers, we found little evidence of Black mattering in our data. To meaningfully situate Black mattering within curriculum development, we suggest instructors use their syllabus to begin unframing white supremacy and framing the curriculum with Black mattering. (As Provided).
Anmerkungen	Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01