"I Just Need Help!" How Student Voice Underscores the Importance of Antiracist Teaching and Mentoring Practices

• In Event: AERA Annual Meeting Social Justice Action Committee Session. Black at School: Black Teachers, Black Students, and Antiblack Hostilities in Pre-K–20 Institutions

Abstract

This presentation presents findings from research-based project that utilized culturally responsive mentoring and research practices. The project focused on providing tools to university and high school BIPOC (Black, Indigenous and People of Color) youth for creating and participating in community resilience, anti-racist practices, and cultural leadership. Within education settings, mentoring efforts too often neglect to address the cultural, linguistic, and historical contexts. Scholars argue that Eurocentric knowledge structures permeate all facets of U.S. educational settings, both in K-12 and higher education, and implicit and explicit white supremacy knowledges/practices negatively impact the academic and social/psychological experiences of students of color. Implicit/explicit white supremacy is particularly prevalent in predominately white school districts, which have historically been hostile spaces for BIPOC. The study sought to remedy the lack of support and recognition BIPOC students receive in educational settings, thereby protecting students from the social, psychological, and physical harm caused by racism and unequal treatment. We implemented an explicit focus on anti-racism and culturally responsive practices to enable radical social change. Using a tiered mentoring program, individual and group mentoring, and special programming.

Authors

• Cory T. Brown, The Ohio State University - Newark
  Presenting Author

• Dorian Harrison, The Ohio State University - Newark
  Presenting Author