Abstract
The purpose of this study was to amplify Black American elementary student voice in a post-2020 world. Discussions and writings were conducted with elementary aged students’ who voiced what it meant to be a Black American youth. A qualitative study, discussions and creative writing were used to help participants make sense of their identity in their school, community, and the United States. Students produced counternarratives to stereotypes associated with being Black American students, focusing on how such spaces can positively impact Black American students. A narrative inquiry via youth participatory action research with critical race theory served as its theoretical framework. When discussing the Black American experience in predominantly White spaces, an analysis of themes revealed fourth- and fifth-grade Black American student participants felt personality mattered most when defining oneself as a Black American. Participants also discussed themes related to racial battle fatigue and an awareness of how their Blackness in predominantly White spaces had been racially profiled/policed. Participants discussed the USA’s historically violent nature toward Black Americans, wanting to be representatives of representation in predominantly White careers, a desire for equitable treatment from White adults, and an appreciation for trusted adult allies. Participants also noted a desire for changes in their communities and an appreciation for engaging in this work with one another. Findings suggest elementary-aged Black American students wish to work in community with one another and to share information regarding their experiences to assist educators in cultivating more welcoming spaces in their overall communities.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
AFRICAN AMERICAN STUDIES, SCHOOL PSYCHOLOGY, YPAR, CRT, CREATIVE ARTS
