Kristine M. Fleming
Florida A&M University

Kenya Washington Johnson
Florida A&M University

Abstract

Using the World Café methodology to generate small group constructive dialogue, the R.E.F.O.R.M. Café was created to provide an opportunity for undergraduate students attending a historically Black college and university (HBCU) to voice their concerns about pragmatic components of social justice work. The findings from the study extend the body of knowledge related to undergraduate perceptions on social justice education and change agency in frontline positions. Major discussion topics revolved around perceptions and preparation to act as change agents. Themes emerging from the conversation included individual accountability to serve as a change agent, use of role authority to act as a change agent, importance of supportive environments to African American student success, and desire for improved pedagogy related to race equity reform. Recommendations from the study may assist educators and social justice.

Citation

Fleming, K.M., & Johnson, K.W. (2021) R.E.F.O.R.M. Café: Understanding Perceptions Related to Frontline Social Justice Reform Among College Students. Florida Journal of Educational Research, 59(1), 164-178.

Download: 12Fleming.591.pdf (1317 downloads )

Tonisha B. Lane
Virginia Tech

Kali Morgan
Georgia Institute of Technology

LaFrance Clarke
University of South Florida

Jimmy Hutchful
University of South Florida

Venice Adams
Virginia Tech

Abstract

The purpose of this phenomenological study was to explore the role of campus housing in being spaces of injustice for Black students at one Floridian, urban, research university. Using critical race theory (CRT) as a theoretical framework, we analyzed focus group interview data of 28 self-identified Black collegians. From this analysis, three themes emerged: (a) navigating everyday racism with White roommates, (b) counterstories of Black resident advisors (RA), and (c) living-learning communities as microsystems of racial oppression. Based on these findings, we argue that if institutions are to become the beacon for diversity, equity, and inclusion that they purport to be, they need to be more intentional about how they add(red)ress racism in campus spaces. This vision is particularly critical for residence halls, which should be a place of respite for students.

Citation

Lane, T.B., Morgan, K., Clarke, L. Hutchful, J., & Adams, V. (2021) “It’s Just a Reflection of America”: Experiences of Black Collegians With Racism in the Residence Halls at a Historically White Institution. Florida Journal of Educational Research, 59(1), 150-163.

Download: 11Lane.591.pdf (1599 downloads )

Loraine Martell-Bonet
University of South Florida

Tameka Parenti
University of South Florida

Jennifer I. Perez
University of South Florida

Abstract

This study explores the ways in which racism within education influences the educational experience and prowess of minoritized students in Florida. The authors, who are also students and educators in academic institutions in the state of Florida, pose the following question: Who among us is brave enough to acknowledge, address, and overcome the silence about racism so that minoritized students are educationally unrestricted by racist ideologies? The authors analyze their experiences with racism embedded within educational institutions by constructing a composite counter-story, a tool used by critical race theory scholars to write-back as a form of resistance to majoritarian stories. The authors’ composite counter-story illustrates how minoritized students in Florida face racial discrimination and racial inequities at various levels of education that deplete their sense of accomplishment. Unifying and amplifying their voices unravels majoritarian narratives. This outcome has implications for collaborative storytelling that refuses silence about racism in education as it inhibits student growth and achievement.

Citation

Martell-Bonet, L., Parenti, T., & Perez, J.I. (2021) Bravery Against Silence: A Composite Counter-Story of Minoritized Students. Florida Journal of Educational Research, 59(1), 136-149.

Download: 10Martell-Bonet.591.pdf (1535 downloads )

Cameron C. Beatty
Florida State University

Erica R. Wiborg
Florida State University

Brittany Brewster
Florida State University

Abstract

The application of leadership learning in a post-collegiate context provides an opportunity for higher education institutions to understand the long-term influence of these programs. Key findings from this Florida university suggest that former students who hold minoritized identities were able to understand the identity exploration question in more detail, whereas students with dominant identities struggled to process the question or had difficulty with application to learning across difference in their post-college lives. Finally, alumni who hold minoritized identities discussed dismantling systems of oppression and creating systemic change, whereas alumni who held more dominant identities cited a general responsibility to their community. We call for academic leadership programs to center social justice concepts in their program outcomes. By not exploring how students are engaging in social justice conversations and learning across difference, universities continue to reproduce systems of oppressive power, no matter how unintentionally these outcomes may be for academic leadership programs.

Citation

Beatty, C.C., Wiborg, E.R., & Brewster, B. (2021) Exploring the Outcomes of an Academic Leadership Program: Building a Bridge Between Learning Across Difference. Florida Journal of Educational Research, 59(1), 121-135.

Download: 9Beatty.591.pdf (1596 downloads )

Sheila D. Moore
University of Central Florida

Abstract

The purpose of this conceptual paper was to examine the literature on university, school, and community partnerships and add to the body of research as it relates to social justice and learning ecosystems. Specifically, a social justice learning ecosystem was explored and conceptualized through school–university partnerships with the purpose of building and strengthening a social justice orientation among multiple school community members to advance student outcomes. Social justice in learning ecosystems is of importance to both educational researchers and practitioners on a national and international platform. As school leaders focus on social justice issues that impede student success, the creation of learning ecosystems will help to aid schools, communities, and universities in providing a system of support and access. Furthermore, the work of this paper concludes with recommending a model for collaborative partnerships through learning ecosystems.

Citation

Moore, S.D. (2021) Exploring a Social Justice Learning Ecosystem Embedded in University, School, and Community Partnerships. Florida Journal of Educational Research, 59(1), 106-120.

Download: 8Moore.591.pdf (1463 downloads )