The Cultural Significance of 'We-Ness': Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education
Saved in:
| Title: | The Cultural Significance of 'We-Ness': Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education |
|---|---|
| Language: | English |
| Authors: | Gray, DeLeon L. (ORCID |
| Source: | Educational Psychology Review. Dec 2022 34(4):1985-2013. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1614107 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Cultural Awareness, Culturally Relevant Education, African American Students, Student Development, Leadership, Change, Community Involvement, Partnerships in Education, Educational Psychology, Student Motivation |
| DOI: | 10.1007/s10648-022-09708-y |
| ISSN: | 1040-726X 1573-336X |
| Abstract: | In this article, we introduce the umbrella construct of "we-ness" to unite a broad array of researchers seeking to design motivationally supportive learning environments for Black students. Drawing from a variety of culturally informed perspectives both inside and outside of the psychology discipline, we outline the cultural significance of (1) Freedom Dreaming (2) Stressing the Communal "Why," (3) Re-membering, and (4) Steering and Voicing. We explain how these motivationally influential practices are essential for acknowledging and leveraging students' cultural assets in learning contexts, and for supporting students' development as community leaders and change agents. We propose questions for future research on we-ness in educational psychology and suggest communally engaged methodological approaches that are crucial for advancing school-based partnerships that focus on the we-ness experiences of historically marginalized populations. We end by situating the study of we-ness in a broader set of assumptions that can guide future equity-focused research inquiry on motivation and social processes. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1360164 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
