A Mixed-Methods Analysis of Educational Spaces and Black Identity Development
Document Type
Article
Publication Date
2021
Publication Title
Taboo: The Journal of Culture and Education
Volume
20
Issue
3
Pages
37-54
Abstract
Guided by Critical Race Theory, Racial Space Theory, and Black Identity Development through the lens of the Nigrescence model, this mixed-methods study explored the links between educational spaces/places and Black identity development in a sample of Black professional adults (n=39). Correlation analysis revealed a weak positive relationship between space and Black racial identity and little to no correlational effect between place and Black racial identity. Three themes were identified: educational spaces, HBCU versus PWI debate, and stages of Black identity development with each providing more depth of understanding of how educational spaces influence Black identity development. Study implications are discussed.
ORCID
0000-0002-9275-0145 (Kala Burrell-Craft)
Original Publication Citation
Burrell-Craft, K., & Eugene, D. R. (2021). A mixed-methods analysis of educational spaces and black identity development. Taboo: The Journal of Culture & Education, 20(3), 37-54. https://digitalscholarship.unlv.edu/taboo/vol20/iss3/3
Repository Citation
Burrell-Craft, Kala and Eugene, Danielle R., "A Mixed-Methods Analysis of Educational Spaces and Black Identity Development" (2021). Educational Foundations & Leadership Faculty Publications. 84.
https://digitalcommons.odu.edu/efl_fac_pubs/84
Comments
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