Browsing by Subject "Black"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    African Communitarianism As Black Student Motivation: An Institutional Exploration of Collectivism In African-Centered Education
    (2020-05) Banwo, Bodunrin
    The dissertation presented is an examination of two African-centered educational institutions that are serving as a formal agent of student socialization. Moreover, these schools’ ideological foundation of Black Nationalism and Pan Africanism is a response to the harmful practice of socialization in the broader society. These schools, through their incorporation of radical politics, are an effort to understand and address the “inequality regimes” that surround black children in mainstream educational systems. Further, the politics of African centered schools are upfront, talked about, and visible for all to see, which the leaders regard as a process of socialization that orient black children into a process of white supremacy visibilization. Additionally, with this dissertation, I took an ethnographic approach to understand how African centered systems of education, centers race, and racialized histories at their organizational core. Moreover, I am particularly interested in how black students, whom I see as our society’s most vulnerable school-age population, experience a formal organization designed and tailored around their healthy social development. The dissertation also examines what I am calling imagined African cultural artisans and their role of imagining and crafting a black imagined community in their African centered school. I see their culture creation in a form of new cultural production. This cultural production seeks to be inclusive and supportive of all people of African descent. Moreover, this exploration of African cultural artisans is also the idea that members of the African Diaspora are “bound” together in a nationalist relationship brought about by a socially constructed idea of community or brotherhood, imagined by Africans who perceive themselves as a part of a familiar group. The concept is theorized from Benedict Anderson’s (1983) concept, “Imagined Communities,” which depicts a nation as a socially constructed community, imagined by members of a shared social group. I shine a light into educational and political leadership discourse’s lack of examination of the “assumed” and “taken for granted” labor that is expected from racialized and organizationally vulnerable students and families. African-centered leaders and thinkers perceive the landscape of mainstream educational institutions as locations of politics and harm that have historically failed to investigate how the history of Africans in the United States has been undermined and harmed by the capitalist notion of black humanity. These thinkers also see that these harmful notions have not disappeared with the practices of societal growth and multiculturalism. They view harmful organizational practices as being embedded in mainstream schools’ histories and traditions. For them, only a total rethinking of institutions of learning will entirely excise practices and traditions of harm. Many school models attempt this excision, and this dissertation will contribute to those efforts.
  • Thumbnail Image
    Item
    Education and Employment: A Post-Intentional Phenomenological Exploration of the Lived Experiences of Foreign-Trained Black Immigrant Medical Doctors Finding Work and Working in the United States of America
    (2016-12) Funfe Tatah Mentan, Charity
    1 Abstract This study explores the lived experiences of Foreign-Trained Black Immigrant Medical Doctors (FTBIMDs) who are International Medical Graduates (IMGs), finding work and working in the United States of America. Their identity construction as Blacks in America renders them racialized and undervalued. In bringing to the forefront the problem of “doctors becoming doctors,” this dissertation uncovers the difficulties and challenges for FTBIMDs who go through the long and winding process of finding work and working in the USA. This research is informed by Racial Formation Theory (Omi & Winant, 2015), Post-Colonial Theory (Fanon, 1967), Borderlands Theory (Anzaldua, 1987) and Forms of Capital Theory (Bourdieu, 1986). As a pioneering study, post-intentional phenomenology (Vagle, 2014) is utilized as a methodology for data analysis. Data sources included in-depth interviews and participant observations with13 Foreign-Trained Black Immigrant Medical Doctors. Six major findings or “tentative manifestations” (Vagle, 2014) emerged from the study. These include: 1) finding work is a challenging endeavor; 2) medical residency and licensing is complex; 3) there is the occurrence of brain waste; 4) difference is a hindrance; 5) the immediate and extended family well-being is affected by the process of FTBIMD finding work and working in the U.S.A. and 6) the FTBIMDs utilize coping mechanisms. These tentative manifestations have important implications for the theory, practice, and policy. There is a need for policies geared at removing obstacles to the medical residency and licensing system without lowering standards. Given the health care needs of the diverse population utilizing FTBIMDs and IMGs would be a way of attempting to provide health security as well as attending to the Doctor Shortage in the U.S.A. Licensing FTBIMDs/IMGs would also foster family literacy including, parental involvement in 2 the successful education of children in school and bridge the intergenerational gap for the future workforce. Keywords: Medical Doctors; immigrant employment; brain waste; intellectual Borderland; Black and race. Cette étude explore les expériences vécues par les Médecins Noirs Immigrés Formés à l'Etranger (MNIFE) / Diplômés Internationaux en Médecine (DIM), dans la recherche de l’emploie et en travaillant aux États-Unis d'Amérique. La construction de leur identité en tant que Noirs en Amérique les rend racialisés et sous-évalués. En soulignant de manière pointue le problème des « médecins devenant médecins », cette thèse révèle les difficultés et les défis des (MNIFE) qui traversent le long et sinueux processus de la recherche d’un emploi et dans leur emploie aux États-Unis. Cette recherche est éclairée par la Théorie de la Formation Raciale (Omi & Winant, 2015), la Théorie Postcoloniale (Fanon, 1967), la Théorie Borderlands (Anzaldua, 1987) et la theorie des Formes du Capital (Bourdieu, 1986). Du fait que cette étude est pionnière, la phénoménologie post-intentionnelle (Vagle, 2014) a été utilisée comme méthodologie pour l'analyse des données. La source des données incluait des entrevues approfondies et des observations des participants auprès de 13 médecins formés à l'étranger. Six conclusions majeures ou "manifestations provisoires" (Vagle, 2014) ont émergé de l'étude. Il s'agit notamment des suivantes : 1) Trouver du travail est une entreprise difficile ; 2) la résidence médicale et la délivrance du permis sont complexes ; 3) le phénomène de gaspillage des cerveaux est observé ; 4) la différence est un obstacle ; 5) le bien-être familial immédiat et élargi est affecté par le processus de recherche et 3 de travail des MNIFE / DIM aux États-Unis et 6) Les MNIFE utilisent des mécanismes d'adaptation. Ces manifestations provisoires pourraient avoir des implications importantes sur la théorie, la pratique et les politiques. Il est nécessaire de mettre en place des politiques visant à éliminer les obstacles au système de résidence médicale et de délivrance du permis sans baisser les standards. Compte tenu de la diversité de la population et leur besoin de santé, accroitre des opportunités pour les MNIFE (DIM) de devenir médecins autorisés aux États-Unis, serait une façon de faire face aux disparités de santé. Tout comme L'utilisation des MNIFE et des DIM serait un moyen de tenter de combler le besoin de la sécurité sanitaire, ainsi que de répondre au problème de la pénurie des Médecins aux Etats-Unis. Donner aux MNIFE / IMGs la possibilité d’exercer favoriserait l'alphabétisation familiale, y compris, la participation des parents dans la réussite de l'éducation des enfants et briserait l'écart intergénérationnel pour la main-d'oeuvre future. Mots clés : Médecins, emploi des immigrants, gaspillage des cerveaux, frontière intellectuelle, noir et race.
  • Thumbnail Image
    Item
    Suicide Risk Prevention: An Analysis of the Minnesota Black and Lao Populations
    (Hubert H. Humphrey School of Public Affairs, 2016-05-13) Larson, Jenna; Lutes, Steven; Orgera, Kendal; Suplick Benton, Carrie