Seeking Equality of Educational Outcomes for Black Students: Response to Dr Louise Taylor

Autor/in	Obiakor, Festus E.
Titel	Seeking Equality of Educational Outcomes for Black Students: Response to Dr Louise Taylor
Quelle	In: Psychology of Education Review, 45 (2021) 2, S.39-45 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9807
Schlagwörter	Stellungnahme; African American Students; Equal Education; Outcomes of Education; Higher Education; Racial Relations; Whites + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; White; Weißer
Abstract	In this commentary, Festus Obiakor responds to Louise Taylor's "Seeking Equality of Educational Outcomes for Black Students: A Personal Account" (EJ1316951). He begins by describing himself as a Black man who has consistently endured racism, xenophobia, and prejudice in the United States. Growing up in Nigeria, he experienced lots of Black-on-Black crime, a regular phenomenon that corrupt African leaders are unwilling to discuss. Coming from the Ibo tribe, he experienced tribalism, hatred, nepotism, religious fanaticism, hunger, and disease during the Biafra/Nigeria war. Despite the odds, he has become a successful professor, scholar, professional, and leader; however, being Black in academia has forced him to endure unrealistic expectations, prejudicial presumptions, illusory generalisations, and measurable humiliations. The good news is that these experiences have inspired him to humanely collaborate, consult, and cooperate with others different from him. Obiakor goes on to discuss Whiteness as a part of the discourse and being "woke" and its complexities. He then reflects on what Black students need as put forth by Taylor in her article. He concludes that Taylor's article is a consequential work for this day and age. He asserts that it is a powerful personal narrative that is well-written and referenced. The questions continue to be, How can rewarding and success-oriented environments be created for Black students when they do not see themselves in the faculty, staff, and leaders of institutions and organisations? How can Blacks in higher education be realistically mentored and valued? And, how do educators tap on the collaborative energies of the Comprehensive Support Model (CSM)? (ERIC).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://beta.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01