ERIC Number: EJ1360164
Record Type: Journal
Publication Date: 2022-Dec
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-726X
EISSN: EISSN-1573-336X
Available Date: N/A
The Cultural Significance of "We-Ness": Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education
Gray, DeLeon L.; Ali, Joanna N.; McElveen, Tamika L.; Sealy, Martinique
Educational Psychology Review, v34 n4 p1985-2013 Dec 2022
In this article, we introduce the umbrella construct of "we-ness" to unite a broad array of researchers seeking to design motivationally supportive learning environments for Black students. Drawing from a variety of culturally informed perspectives both inside and outside of the psychology discipline, we outline the cultural significance of (1) Freedom Dreaming (2) Stressing the Communal "Why," (3) Re-membering, and (4) Steering and Voicing. We explain how these motivationally influential practices are essential for acknowledging and leveraging students' cultural assets in learning contexts, and for supporting students' development as community leaders and change agents. We propose questions for future research on we-ness in educational psychology and suggest communally engaged methodological approaches that are crucial for advancing school-based partnerships that focus on the we-ness experiences of historically marginalized populations. We end by situating the study of we-ness in a broader set of assumptions that can guide future equity-focused research inquiry on motivation and social processes.
Descriptors: Cultural Awareness, Culturally Relevant Education, African American Students, Student Development, Leadership, Change, Community Involvement, Partnerships in Education, Educational Psychology, Student Motivation
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1614107
Author Affiliations: N/A