Centering Blackness: An Examination of Culturally-Affirming Pedagogy and Practices Enacted by HBCU Administrators and Faculty Members     

Williams  Krystal L.  Russell  Alethia  Summerville  Kiara 《Innovative Higher Education》2021,46(6):733-757

Existing research notes that Historically Black Colleges and Universities (HBCUs) are bastions of Black culture where Black students often feel supported (e.g., Harris in The Urban Review, 44(3), 332–357, 2012). What is less well-known are the specific practices campus stakeholders enact to create culturally-affirming environments. This study addresses this gap in the literature by examining pedagogy and educational practices employed by HBCU administrators and faculty members that build upon the lived experiences of Black communities to help to promote Black students’ success. In doing so, we seek to better understand the strategies these individuals utilize to center Blackness via culturally-informed practices and culturally engaging environments that affirm Black students’ racial identities. Our findings highlight the following ways that HBCU administrators and faculty members embrace Black cultural affirmation: their emphasis on culturally relevant knowledge and culturally-informed pedagogy that centers Black experiences; and their commitment to Black cultural validation via connecting with Black communities and Black students’ backgrounds. This research extends current scholarship on educational practices and environments with a focus on Black students’ racial identity. The authors provide implications for culturally-affirming pedagogy and campus climates that can benefit institutions seeking to create inclusive educational spaces where students from various backgrounds do not have to feel divorced from key aspects of their cultural heritage. Recommendations for practice, research and policy are also discussed.

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Social physique anxiety and physical activity behaviour of male and female exercisers     

Robert M. Portman  Jane Bradbury  Kiara Lewis 《European Journal of Sport Science》2018,18(2):257-265

Despite females consistently reporting greater social physique anxiety (SPA), previous literature has yet to demonstrate whether SPA gender differences are linked to the way males and females perform physical activity. This study investigated an association between SPA and physical activity frequency, history of exercise, and physical activity intensity. Participants were represented by currently active users (N?=?33 males; N?=?31 females) of an on-campus university-run gym and completed a background physical activity questionnaire and the nine-item Social Physique Anxiety Scale. Participants also performed an exercise session at a self-selected level of exertion, with the intensity of each session measured via heart rate monitor. SPA was not associated with physical activity frequency, history of exercise (length of gym membership), or intensity for male and female exercisers. With respect to male participants, females reported higher SPA and a preference for performing higher intensity physical activity. Females and males also indicated a preference for performing aerobic and anaerobic physical activity respectively. Our findings suggest the experience of SPA does not deter body-conscious individuals from the performance of regular physical activity. Findings also suggest the discrepancy in male and female SPA is not linked to differences in the way physical activity is performed.  相似文献   

Belonging and learning to belong in school: the implications of the hidden curriculum for indigenous students   总被引：1，自引：0，他引：1  

Kiara Rahman 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):660-672

This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the ‘white’ dominant culture values and practices, and that it is generally those who don't have the cultural match-ups that schooling requires for success, such as Indigenous and minority students, who face the most educational disadvantage. Howard and Perry argue that Indigenous students ‘… need to feel that schools belong to them as much as any child’ and that to ‘… move towards the achievement of potential of Aboriginal students, it is important that Aboriginal culture and language are accepted in the classroom’. This paper will also provide a discussion into school-based strategies that are considered effective for engaging Indigenous students with school.  相似文献   

Children can represent complex social status hierarchies: Evidence from Indonesia     

Jamie Amemiya  Kiara Widjanarko  Irene Chung  Lin Bian  Gail D. Heyman 《Child development》2023,94(6):1730-1744

Children's ethnicity-status associations are often studied in societies where one ethnic group possesses status across multiple dimensions, such as political influence and wealth. This study examined children's (6–12 years) and adults' representations of more complex hierarchies in Indonesia (N = 341; 38% Native Indonesian, 33% Chinese Indonesian, and 27% other ethnicities; 55% female, 36% male; 2021–2022), a society where ethnic groups hold distinct forms of status (on average, Native Indonesians have political influence; Chinese Indonesians have wealth). By 6.5 years, children associated Native Indonesians with political influence and Chinese Indonesians with wealth. Intersectional analyses indicated that ethnicity-status associations were stronger for male than female targets. Children of all ethnicities preferred Chinese Indonesians and preferences were predicted by wealth judgments.  相似文献