A Different kind of Black, but the same Issues: Black Males and Counterstories at a Predominantly White Institutions
All the Rules of Writing Apply.
1. The title of my article is ‘A Different kind of Black, but the same Issues: Black Males and Counterstories at a Predominantly White Institutions’ written by Don C. Sawyer III and Robert T. Palmer in 2014.
2. The article is about the identity and experiences of black men in purely white institutions. It shows that experiences in historically black educational institutions differ from how people of color view life while in white education and workplace environments (Sawyer III, Don C., et al, 2014). The authors have a strong educational background in social affairs. Don C. Sawyer III is the vice president for equity and inclusion as well as the chief diversity officer at Quinnipiac University. On the other hand, Robert T. Palmer is an associate professor of student affairs at the State University of New York.
3. The article aims at using the interconnections and counter-narratives that reflect on critical race theory to discuss how the most prominent social issues affect the experience of Black men in predominantly white institutions (Sawyer III, Don C., et al, 2014). It aims at showing the importance of creating a more inclusive and supportive social environment for middle-class black students and workers.
4. The main part of the research article include: introduction, methodology, findings, discussions, and conclusion.
5. The researcher tries to solve the identity struggles caused by racially-based perspectives.
6. The main important word/phrases in the study are;
– Double consciousness
– the internal conflict resulting from a challenging environment and the need to fully become socially accepted
-Critical race theory (CRT)- the framework that explores how society and culture is related to race, power, and laws
-Multiculturalism- the way the society deals with social diversity
– Historically Black Colleges and Universities- institutions created to improve the educational welfare of the racially segregated people of color
7. The authors propose that the experience African Americans encounter in their educational careers depends on the type of institution they attend (HBCU or PWI). They argue that students in predominantly white institutions experience worst levels of racial discrimination than their counterparts in Historically Black colleges and University learning institutions (Sawyer III, Don C., et al, 2014). Another proposition is that little research has been done to explain the experiences met by Black men through intersectional race theories.
8. The study provides two Black men’s experiences in college to prove that people of color continue to experience racial challenges. He solves this problem by showing that education administrators should ensure a more inclusive environment by recognizing the needs of the racially discriminated group. However, the authors fail to reveal how social inclusivity could be achieved in learning institutions.
9. The author sufficiently discusses how Blacks have been systematically been discriminated against in education institutions. They reveal that the actualization of civil rights and social equality has yet solved the poor experiences encountered by black students in a purely white environment. However, I disagree with the fact that Blacks are openly mistreated. Blacks could be taking advantage of the widely discussed issue of racial discrimination to raise complaints towards their social interests. It fails to discuss the personal traits and elements that can make anyone in a socially diverse community have differing interests and the individual reasons that can make people despised (Hilton, Adriel A., et al, 2012).
Hilton, Adriel A., Chance W. Lewis, and J. Luke Wood, eds. Black males in postsecondary education: Examining their experiences in diverse institutional contexts. IAP, 2012.
Sawyer III, Don C., and Robert T. Palmer. “A different kind of Black, but the same issues: Black males and counterstories at a predominantly White institution.” Journal of Progressive Policy & Practice 2.3 (2014): 255-272.
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