A Black Male Doctoral Student's Critical Praxis in Military Connectedness

• In Event: Our Truths: Interrogating Black Male Teaching and Teacher Education Experiences for Consequential Changes

Abstract

There are unique stressors affiliated with being a military-dependent student (e.g., residential mobility, parental deployment)(Engle et al., 2010; Park,2011). These stressors can negatively impact military-dependent student educational success across the P-20 context. Unfortunately, education research rarely investigates the educational journeys of military-dependent Black male graduate students. Research shows that Black male graduate students encounter numerous barriers in HWIs (Historically White Institutions): racial battle fatigue, imposter syndrome, and racial microaggressions (Griffen et al., 2012; Smith, 2011). Yet, there are Black male students who persist in these racially hostile spaces. To that end, this presentation asks how does a Black male doctoral student who grew up military dependent describe his college persistence and critical praxis work in a field with such traumatizing Anti-Black conditions. This presentation aims to offer hopeful and nuanced Black male developmental theories inclusive of the diverse journeys, identities, and professional trajectories of Black male educators in the P-16+ context.

The theoretical framework guiding the presentation combines critical race theory (Ladson-Billings & Tate 1995), and the scholar identity model (Whiting, 2006). The CRT tenant employed include recognizing experiential knowledge (Solórzano & Yosso, 2002), and an ethical commitment to social justice (Bell, 2002). The scholarly identity model is rooted in asset and strength-based developmental framing of Black men and boys.

Using a critical analytical autoethnographic method of inquiry, the author peels back layers of personal experience to highlight the author's evolving critical praxis development (Anderson, 2006; Freire, 1968).

The data sources for this paper represent different moments along the author's educational timeline. They include original educational documents (Schwandt, 2007), a textual lineage (Tatum, 2009), and photographs (Reader, 2012).

This paper suggests that HWIs must create liberatory spaces where Black male graduate students, regardless of their social location, can engage in authentic community building that are emotionally affirming and culturally nourishing. Furthermore, these spaces can lead to meaningful dialogue, opportunities for critical praxis work, and valuable mentorship opportunities for Black males. These efforts ultimately can lead to higher engagement and retention rates from Black males attending HWIs.

This critical autoethnography extends a small body of knowledge related to the educational journeys of military-connected students. In addition, it fills a research gap between Black male developmental theories and Black male military-connected graduate students.

Author

• Willie C.J. Harmon, American Institutes for Research
  Presenting Author