Classroom Experiences through the Lens of Social Justice: The Postsecondary Experiences of Three Black Female Students

This chapter examines the educational perspective of three black, female graduate students within the context of a social justice framework. The US educational system has a long history of racial discrimination, which has created an environment that is in many ways hostile to those who are different...

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Bibliographic Details
Published inInternational Perspectives on Higher Education Research
Main Authors Hubbard, Katrina M, Burris, Annette M, Gray, Ashley L
Format Report
LanguageEnglish
Published Emerald Group Publishing Limited 2013
Subjects
African American Attitudes
African American Students
Classroom Environment
Females
Graduate Students
Minority Group Students
Postsecondary Education
Racial Attitudes
Racial Discrimination
Social Justice
Student Attitudes
Student Experience
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Summary:This chapter examines the educational perspective of three black, female graduate students within the context of a social justice framework. The US educational system has a long history of racial discrimination, which has created an environment that is in many ways hostile to those who are different. For many students of color, negotiating this culturally hostile environment can lead to feelings of invisibility and isolation. This chapter explores these dynamics and their impact upon an individual's educational, social, and personal development from the perspective of nondominants in a dominant culture. Through the exploration of our own experiences, we highlight the various coping mechanisms employed by three minority students to deal with the socially constructed hierarchies that exist in the classroom environment as a result of differences across racial and gender lines. It is our hope that this chapter will provide insight to educators who desire to develop a well-balanced classroom experience for all students. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.]
DOI:10.1108/S1479-3628%282013%290000008013