Tue, 15 June 2021
13:00 – 14:00 BST
From the Higher Education Research Group (HERG), a University-wide alliance to foster, support and disseminate research in Higher Education.
The ‘darkness’ of the deficit-oriented discourse on black male learners in higher education has not allowed sufficient ‘light’ to illuminate the successes of Black male adult learners.
This study explored the experiences of high-achieving black male undergraduate home students who achieved a good degree from a post 1992-university in London, England. This was a remarkable feat in the face of the adverse impact of racism on Black males; marginalised presence (Hotchkins & Dancy, 2016; Gusa, 2010), cumulative effects of racial battle fatigue (Smith, Hung, & Franklin, 2011), enduring racial microaggressions (Solórzano, Ceja, and Yosso, 2000), and the ineffectiveness of ‘colour-blind’ support policies (Bangert, 2018; Iverson, 2007).
Despite these challenges, a small group of students found ways to avoid the pitfalls of the academy. The findings of this study will be accompanied by my ‘field notes’; as I navigate through the thin lines between the research, the researcher, and the researched.
Dr Ryan Arthur, Academic Mentor, School of Social Professions
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