Joni Schwartz
https://learningtodiscloseajourneyoftr.godaddysites.com/
https://www.researchgate.net/profile/Joni_Schwartz2/publications
Address: https://lagcc-cuny.digication.com/joni_schwartz_d_ed/Welcome/
https://www.researchgate.net/profile/Joni_Schwartz2/publications
Address: https://lagcc-cuny.digication.com/joni_schwartz_d_ed/Welcome/
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Part 1, “Context, Critical Race Theory and College Re-Entry,” explores the historical and current dynamics of these uniquely American intersections while linking Critical Race Theory with the field of re-entry and offering serious analysis of post incarceration and education initiatives. Interest convergence, white privilege, and writing from returning citizens as a way of “coming to voice” are also explored in this section.
Part 2, “Counterstories,” offers case, comparative case, and phenomenological studies that include embedded quotations with first-person narratives contributed from formerly incarcerated students and graduates. This section also includes an honest and gripping analytic auto-ethnography from the book’s co-editor who readily reveals his experiences as both a faculty member and formerly incarcerated individual. Other highlighted topics include the issues of stigma, overcoming obstacles in the classroom, and the unique problems for returning citizens when acclimating to college culture.
Combining qualitative research and descriptions of successful programs Part 3,“Counterspaces,” explores the dynamics of creating places within programs and classrooms that support physical, emotional, spiritual, and intellectual engagement for and with the formerly incarcerated through learner-centered, culturally sensitive, and racially explicit pedagogy. This book is designed to be a most welcome addition to any serious academic discussion focusing upon institutionalized racism and education’s use as a tool in reversing the mass incarceration of people of color in America.
While not exhaustive, this volumne does hope to challenge commonly held stereotypes, interactions, and policies. It is designed to raise questions about the unique experiences of this specific population and to explore the sociocultural dynamics that impact their education.
This is the 144th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.
Table of Contents
EDITORS’ NOTES 1
Dionne Rosser-Mims, Joni Schwartz, Brendaly Drayton, Talmadge C. Guy
1. Race, the Black Male, and Heterogeneous Racisms in Education 5
Juanita Johnson-Bailey, Nichole Ray, Tennille Lasker-Scott
This chapter explores the effects of historical and current racism on the educational experiences of American Black males. The authors use critical race theory to illustrate how assumptions about culture and gender have subverted the egalitarian ideals of adult education. Teachers and students are urged to use critical reflection and open discussion about racial issues.
2. The (End)angered Black Male Swimming Against the Current 15
Talmadge C. Guy
This chapter discusses the sociohistorical and deeply embedded myths and stereotypes that have dominated narratives about Black men and how these shape the educational and professional experiences of Black men.
3. The Good Provider: Missing or Overlooked? 27
Brendaly Drayton
This chapter explores Black men’s reasons for participating in an adult basic education and literacy program through the lens of gender identity.
4. High School Equivalency as Counter-Space 37
Joni Schwartz
This chapter is based on the findings of an ethnographic study of an urban General Education Development (GED) program and suggests that, for some marginalized African American and other young men of color, adult education programs are counter-spaces (Yosso, Ceja, Smith, & Solorzano, 2009) of spatial justice in opposition to previous negative school spaces. The chapter is framed from the perspective of critical race theory.
5. A New Normal: Young Men of Color, Trauma, and Engagement in Learning 49
Carlyle Van Thompson, Paul J. Schwartz
This chapter will center on the continuing impact of systemic and persistent educational trauma experienced by Black and Latino males and how trauma affects their current learning. The young men’s counterstories from a phenomenological study and documentary are included.
6. The Reentry Adult College Student: An Exploration of the Black Male Experience 59
Dionne Rosser-Mims, Glenn A. Palmer, Pamela Harroff
This chapter shares findings from a qualitative study on reentry adult Black males’ postsecondary education experiences and identifies strategies to help this population matriculate through college and graduate.
7. Returning to School After Incarceration: Policy, Prisoners, and the Classroom 69
Brian Miller, Joserichsen Mondesir, Timothy Stater, Joni Schwartz
This chapter addresses the challenges facing men of color who return to adult education after incarceration. It frames their experience as a war from a sociopolitical and cultural context, and then explains the support men need to succeed both in and outside the classroom.
8. Empty Promise: Black American Veterans and the New GI Bill 79
Alford H. Ottley
The 2008 GI Bill offers college funds for veterans. Yet Black male vets are not taking advantage of these benefits. This chapter examines personal and societal problems that hinder access to higher education for Black vets, and suggests some ways adult educators can advocate for these young men.
9. Black Males and Adult Education: A Call to Action 89
Brendaly Drayton, Dionne Rosser-Mims, Joni Schwartz, Talmadge C. Guy
In this concluding chapter, the editors offer their reflections on the key themes of this volume and implications for future research and practitioners of adult education.
This chapter focuses on the mentoring of undergraduate young men of color majoring in the STEM disciplines (Science, Technology, Engineering, and Mathematics) and explores the nature of these relationships with their faculty mentors. The chapter draws on the findings of three phenomenological studies and observations of one mentoring program; both the study sites and the program are located within a large urban East Coast public university system where three fourths of all incoming freshmen receive need-based aid and an estimated ninety percent are students of color. The structure of the chapter covers the following topics: a definition of undergraduate research (UR) STEM mentoring, an overview of the studies, a literature review, and the studies’ findings which include the benefits and costs of UR mentoring for students and faculty, the affective nature of the mentoring relationships, and the racial component in the mentoring of young men of color. The emotional, financial and professional costs to faculty engaged in UR mentoring relationships are also addressed. Examples of successful mentoring relationships are highlighted. And finally, recommendations for retaining young men of color in STEM and the development of early college mentoring programs with a focus on young men of color are suggested.
Executive Producer – Joni Schwartz
Associate Producers – Bethany Jacobson, Terry Parker; Editor – Andre Lewis; Music – Andrew Russell;
Stakeholders – Tiheba Bain, Richard Brown, Stanley Bussey, John R. Chaney, Johnny Davis, Darren Ferguson,
Steven Hitt, Kevin Jordan, Juan Merced, Brian Miller, John Powell, Marquise Powell, Kareem Smith, Tony Walker, Patrick Van Sluytman, Paul Waters