Browsing by Author "Blackmon, Sha'Kema"

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    Critically Conscious White Teachers: A Case Study
    (2023-05) Priester-Hanks, Mary Louise; Scheurich, Jim; Thompson, Chalmer; Murphy, Hardy; Blackmon, Sha'Kema; Murtadha, Khaula
    Racism is a pervasive and destructive force in society and has no place in schools. White teachers, like all teachers, are responsible for creating a safe and inclusive learning environment for all students. This means being aware and actively working to combat their own biases and stereotypes, providing equal opportunities and support to all students. This instrumental, qualitative study captured the narratives of five White-identifying critically conscious teachers to understand how their critical consciousness is expressed and the opportunities and challenges they experience because of their anti-racism work. The central research question of this study was: How do critically conscious White teachers in a Southern Indiana school district experiencing demographic shifts engage in anti-racism work? Janet Helms’s White Racial Identity Development (WRID) theory was used to explain the teachers’ work towards anti-racism in schools. The findings from this study indicated that White identifying critically conscious teachers White teachers: a) leverage their privilege to promote anti-racism, b) use culturally relevant practices, c) engage in co-conspirator work, d) actively collaborate with BIPOC students and teachers, e) are instrumental in supporting anti-racism efforts, f) are content with making a positive impact on students and society, g) perceive and experience negative professional consequences as a result of their anti-racism work. This study has important implications for teachers, school administrators, and education system stakeholders.
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    Interchangeable Oppression: Black Female School Counselors' Experiences with Black Adolescent Girls in Urban Middle Schools
    (2021-08) Hicks, Sonya June; Jackson, Tambra; Thompson, Chalmer; Blackmon, Sha'Kema; Morton, Crystal
    While much has been written about the work of school counselors in urban schools, there remains a void of information about the unique experiences of Black female school counselors, particularly in relation to their work with Black adolescent girls in the urban middle school space. This qualitative study seeks to illuminate these experiences via the contributions of four Black female school counselors who have worked in this capacity serving Black girls. Three points of inquiry or Research Questions served as guideposts for this study: (1) What are the personal and professional experiences of Black female school counselors in their work with Black adolescent girls in urban middle schools?, (2) What are Black female school counselors’ perspectives on the ways in which they are supported or not supported in working with Black adolescent girls? and, (3) In what ways (if any) does the concept of “mothering” show up in the relationships and counseling practices involving Black female school counselors and Black adolescent girls in urban middle schools? Thus far, it appears that Black women’s voices and perspectives have been devalued and ignored in research relating to school counseling. To adequately represent the perspectives and experiences of Black women as a marginalized group, I employed a critical hermeneutic phenomenological methodology, along with a Black feminist framework. I engaged the participants in two semi-structured interviews, along with asking them to construct a reflective vision board, serving as a mosaic of their lifeworlds as school counselors working with Black adolescent girls. These actions, along with a review of literature on the schooling experiences of Black adolescent girls in urban schools enabled me to acquire data leading to seven overarching themes relating to the following: relationships and connections based on culture and conversation, the need for support from decision-makers on programming, the physical and emotional investment in the work, mentoring, and the marginalization of Black women in school spaces. Lastly, I present conclusions and implications for school systems, school administrators, and professional school counselor organizations to aid in establishing effective practices in serving Black female students and enhancing the overall school counseling profession.