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Research

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Minton, S. J. (2016). Evidence-informed recommendations to promote Black student engagement. Journal of School Counseling, 14(12). Retrieved from http://www.jsc.montana.edu/articles/v14n12.pdf

Abstract

In 2012, Black students dropped out of school at a rate of 7.5% (NCES, 2013a). While this is the second lowest dropout rate for this population in 55 years, Black students are still dropping out at nearly twice the rate (4.3%) of their White counterparts. This paper includes a review of literature related to this phenomenon and offers evidence-informed recommendations taken from the literature for professional school counselors to utilize to improve academic engagement of Black students. These recommendations include: facilitating difficult dialogues on race, using a Student Success Skills program, and entering into school-family-community partnerships. 

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Stapleton, L.D. (2017). Audism and racism: The hidden curriculum impacting Black d/Deaf college students in the classroom. The Negro Educational Review, 67(1-4), 149-168.

Abstract

There is a historical legacy of dual discrimination and institutional oppression against Black d/Deaf students within the educational system. This oppression has manifested itself in many ways including in the classroom as the hidden curriculum (i.e., the unattended outcomes of the schooling process). The purpose of this hermeneutic phenomenological study is to understand the ways in which racism and audism might still contribute to the hidden curriculum in the college classroom and how Black d/Deaf college students resist this oppression. The theoretical frameworks of Critical Race Theory and Critical Deaf Theory along with the analytical frameworks, theory of microaggressions and Black Deaf Community Cultural Wealth guide the data collection and analysis. The findings are presented as an inverted counternarrative showing how students experience issues of audism and racism through faculty’s non-diverse curriculum, hearing-centric evaluation methods, and racist and audist faculty-student interactions. The study concludes with practical recommendations for faculty. 

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Stapleton, L., & Croom, N.N. (2017). Narratives of Black d/Deaf college alum: Reflections on intersecting microaggressions in college. Journal of Student Affairs, Research and Practice, 54(1), 15-27.

Abstract

There is limited research on the experiences of Black d/Deaf (Bd/Deaf) students, and a historical legacy of discrimination. The purpose of this paper is to move minoritized communities’ stories, Bd/Deaf college graduates, from the margins to the center addressing the ways they experience racist and audist microaggressions as undergraduate students. Using Critical Race Theory and Critical Deaf Theory, the findings show how educators contribute to how Bd/Deaf students experienced microaggressions as invisibility and trivialization. 

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