Antar A Tichavakunda
Datos Biográficos
| ID | 337738 |
|---|---|
| NOMBRE | Antar A Tichavakunda |
| NOMBRES | Antar A |
| APELLIDO | Tichavakunda |
| FIRMA | TICHAVAKUNDA A A |
| AFILIACIONES | University of Cincinnati |
| ORCID | 0000-0003-2055-8303 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAS | 82 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Policing Black Life
Denying Pathology While Implying It? Avoiding Person-Centered Pathology Traps in Counter-Deficit Research
Pathological thinking surrounding disenfranchised and marginalized communities remains a problem in education policy, popular discourse, and research on marginalized communities. Scholars employ a host of frameworks to challenge such pathological thinking, often through the language of deficits. We argue that in an effort to refute pathological thinking about marginalized communities, counter-deficit frameworks potentially rely on a different log…
Can the battle for the black mind be won
Counselors as Social Justice Advocates
A phenomenological study was conducted to determine how counselors are experiencing engagement in social justice advocacy. Participants included seven (N = 7) licensed clinical counselors in the United States. Several themes emerged from the data: social justice advocacy as part of counselor professional identity, experiences of emotional discomfort and gratification, advocacy in action on a micro-, mezzo-, and macro-level, skills utilized to be …
Digital Black placemaking
Studying Black Student Life on Campus
This essay outlines how Black placemaking, a sociological framework used to study Black residents in urban contexts, might be used to study Black students’ experiences at historically White institutions (HWIs) of higher education. Black placemaking engages with the intersection of Blackness, place, structure, and agency. The author argues that this framework has the potential to more expansively study Black students’ lives, experiences, and mecha…
The Counter-Deficit Lens in Educational Research
Deficit framings of marginalized students, though maintaining widespread social influence, are thoroughly condemned in recent educational scholarship. The goal of this “counter-deficit” scholarship is to challenge racism in schools and improve opportunities for marginalized youth. To meet the lofty ambition of racial equity in education, how scholarship understands racial oppression is a central concern. Sociologists of race have emphasized the d…
The Summer Before College
Often without guidance in completing college-related tasks, first-generation students face unique challenges during the summer before college. This case study investigates this critical time period by studying a cohort of 33 newly graduated students from the same urban, public high school. Guided by social capital, college readiness, and nepantla frameworks, results shed light on students’ barriers and pathways to transitioning to postsecondary e…
Black Students and Positive Racialized Emotions
Black students attending historically White institutions of higher education (HWIs) experience the full spectrum of emotions. Given the permanence of racism and Black collegians’ inequitable experiences at HWIs much research focuses on Black students’ negative emotions as a result of racist conditions. Little research, however, examines Black students’ positive emotions and feelings on campus. This paper centers on affect, exploring how Black stu…
University Memorials and Symbols of White Supremacy
Universities across the globe continue to reckon with memorialization and symbolism tied to racist histories. In this paper, the author uses Critical Race methodology to examine how 23 Black undergraduate students at the University of Cincinnati interpret and experience one such symbol—the namesake of an enslaver—memorialized throughout campus. The enslaver, Charles McMicken, bequeathed money for what would become the University of Cincinnati exp…
Studying and Challenging Racism in Higher Education
In this conceptual essay, the author argues that bad faith is a valuable concept in understanding and challenging racism in higher education. The philosopher Lewis Gordon argues that racism is a manifestation of bad faith. For the actor who sees Black people as less than human, for example, no evidence will allow the actor to see otherwise. Bad faith is the disavowal of any disconfirming evidence which allows actors to maintain their worldviews. …
A Critical Race Analysis of University Acts of Racial “Redress”
More historically White institutions of higher education are compelled to respond, in some way, to increased activism and awareness of continued legacies of racism and racial crises on campuses. The author suggests that how schools wrestle with their legacies of racism and/or respond to student demands to right racial wrongs on campus might be considered university acts of racial redress. Through a Critical Race Theory inspired chronicle, the aut…
Black Campus Life
Understanding Black students beyond resistance
Much of Black student life, understandably, is seen through a lens of resistance. Black people, given their societal position, are resistant in context. Yet, one cannot use resistance, by itself, to understand the expansive, dynamic nature of Black student life – even in otherwise constricting contexts. In this paper, I wrestle with the central question of how might we understand Black life beyond resistance? This is not to suggest that racism so…
The second ID
Although campus racial climate on colleges and universities has been scrutinized in research on higher education, scholarship focused on Black male collegians’ interactions with campus police remains limited. Considering how the logics of white supremacy and anti-Black racism have characterized policing across the nation, we assert that a critical examination of how those practices are mirrored on college campuses can illuminate the challenges Bl…
Fostering College Readiness
There are two, related types of college readiness: (a) cognitive—students’ test scores and grades and (b) noncognitive—students’ academic mind-sets, behaviors, and motivation. This study uses an ethnographic approach to examine how an afterschool program for Latina/o high school youth fosters noncognitive factors of college readiness. Based on over 80 hr of participant observation and 31 semistructured interviews, this work demonstrates how an af…
An Overdue Theoretical Discourse
Scholars often use Critical Race Theory (CRT) and Bourdieusian analyses with the aim of studying inequities in education. Despite their usefulness and popularity, a theoretical discourse between the two frameworks has not yet transpired and the two are sometimes constructed as incompatible, if not at odds. The argument in this essay is three-fold: (1) CRT has never fully engaged with Bourdieu’s Theory of Practice, (2) Bourdieu’s Theory of Practic…
The "Wrong" Side of the Divide
Antar A. Tichavakunda, William G. Tierney, The “Wrong” Side of the Divide: Highlighting Race for Equity’s Sake, The Journal of Negro Education, Vol. 87, No. 2, The 38th Annual Charles H. Thompson Lecture Broadening Participation in American Higher Education—A Special Focus on the Underrepresentation of African Americans in STEM Disciplines (Spring 2018), pp. 110-124
Studying Black Student Life on Campus
This essay outlines how Black placemaking, a sociological framework used to study Black residents in urban contexts, might be used to study Black students’ experiences at historically White institutions (HWIs) of higher education. Black placemaking engages with the intersection of Blackness, place, structure, and agency. The author argues that this framework has the potential to more expansively study Black students’ lives, experiences, and mecha…
Black Students and Positive Racialized Emotions
Black students attending historically White institutions of higher education (HWIs) experience the full spectrum of emotions. Given the permanence of racism and Black collegians’ inequitable experiences at HWIs much research focuses on Black students’ negative emotions as a result of racist conditions. Little research, however, examines Black students’ positive emotions and feelings on campus. This paper centers on affect, exploring how Black stu…
The second ID
Although campus racial climate on colleges and universities has been scrutinized in research on higher education, scholarship focused on Black male collegians’ interactions with campus police remains limited. Considering how the logics of white supremacy and anti-Black racism have characterized policing across the nation, we assert that a critical examination of how those practices are mirrored on college campuses can illuminate the challenges Bl…
An Overdue Theoretical Discourse
Scholars often use Critical Race Theory (CRT) and Bourdieusian analyses with the aim of studying inequities in education. Despite their usefulness and popularity, a theoretical discourse between the two frameworks has not yet transpired and the two are sometimes constructed as incompatible, if not at odds. The argument in this essay is three-fold: (1) CRT has never fully engaged with Bourdieu’s Theory of Practice, (2) Bourdieu’s Theory of Practic…
University Memorials and Symbols of White Supremacy
Universities across the globe continue to reckon with memorialization and symbolism tied to racist histories. In this paper, the author uses Critical Race methodology to examine how 23 Black undergraduate students at the University of Cincinnati interpret and experience one such symbol—the namesake of an enslaver—memorialized throughout campus. The enslaver, Charles McMicken, bequeathed money for what would become the University of Cincinnati exp…
Fostering College Readiness
There are two, related types of college readiness: (a) cognitive—students’ test scores and grades and (b) noncognitive—students’ academic mind-sets, behaviors, and motivation. This study uses an ethnographic approach to examine how an afterschool program for Latina/o high school youth fosters noncognitive factors of college readiness. Based on over 80 hr of participant observation and 31 semistructured interviews, this work demonstrates how an af…
Counselors as Social Justice Advocates
A phenomenological study was conducted to determine how counselors are experiencing engagement in social justice advocacy. Participants included seven (N = 7) licensed clinical counselors in the United States. Several themes emerged from the data: social justice advocacy as part of counselor professional identity, experiences of emotional discomfort and gratification, advocacy in action on a micro-, mezzo-, and macro-level, skills utilized to be …
The Summer Before College
Often without guidance in completing college-related tasks, first-generation students face unique challenges during the summer before college. This case study investigates this critical time period by studying a cohort of 33 newly graduated students from the same urban, public high school. Guided by social capital, college readiness, and nepantla frameworks, results shed light on students’ barriers and pathways to transitioning to postsecondary e…
Understanding Black students beyond resistance
Much of Black student life, understandably, is seen through a lens of resistance. Black people, given their societal position, are resistant in context. Yet, one cannot use resistance, by itself, to understand the expansive, dynamic nature of Black student life – even in otherwise constricting contexts. In this paper, I wrestle with the central question of how might we understand Black life beyond resistance? This is not to suggest that racism so…
Denying Pathology While Implying It? Avoiding Person-Centered Pathology Traps in Counter-Deficit Research
Pathological thinking surrounding disenfranchised and marginalized communities remains a problem in education policy, popular discourse, and research on marginalized communities. Scholars employ a host of frameworks to challenge such pathological thinking, often through the language of deficits. We argue that in an effort to refute pathological thinking about marginalized communities, counter-deficit frameworks potentially rely on a different log…
Digital Black placemaking
The "Wrong" Side of the Divide
Antar A. Tichavakunda, William G. Tierney, The “Wrong” Side of the Divide: Highlighting Race for Equity’s Sake, The Journal of Negro Education, Vol. 87, No. 2, The 38th Annual Charles H. Thompson Lecture Broadening Participation in American Higher Education—A Special Focus on the Underrepresentation of African Americans in STEM Disciplines (Spring 2018), pp. 110-124
The "Wrong" Side of the Divide
Antar A. Tichavakunda, William G. Tierney, The “Wrong” Side of the Divide: Highlighting Race for Equity’s Sake, The Journal of Negro Education, Vol. 87, No. 2, The 38th Annual Charles H. Thompson Lecture Broadening Participation in American Higher Education—A Special Focus on the Underrepresentation of African Americans in STEM Disciplines (Spring 2018), pp. 110-124
Fostering College Readiness
There are two, related types of college readiness: (a) cognitive—students’ test scores and grades and (b) noncognitive—students’ academic mind-sets, behaviors, and motivation. This study uses an ethnographic approach to examine how an afterschool program for Latina/o high school youth fosters noncognitive factors of college readiness. Based on over 80 hr of participant observation and 31 semistructured interviews, this work demonstrates how an af…
An Overdue Theoretical Discourse
Scholars often use Critical Race Theory (CRT) and Bourdieusian analyses with the aim of studying inequities in education. Despite their usefulness and popularity, a theoretical discourse between the two frameworks has not yet transpired and the two are sometimes constructed as incompatible, if not at odds. The argument in this essay is three-fold: (1) CRT has never fully engaged with Bourdieu’s Theory of Practice, (2) Bourdieu’s Theory of Practic…
The second ID
Although campus racial climate on colleges and universities has been scrutinized in research on higher education, scholarship focused on Black male collegians’ interactions with campus police remains limited. Considering how the logics of white supremacy and anti-Black racism have characterized policing across the nation, we assert that a critical examination of how those practices are mirrored on college campuses can illuminate the challenges Bl…
Studying and Challenging Racism in Higher Education
In this conceptual essay, the author argues that bad faith is a valuable concept in understanding and challenging racism in higher education. The philosopher Lewis Gordon argues that racism is a manifestation of bad faith. For the actor who sees Black people as less than human, for example, no evidence will allow the actor to see otherwise. Bad faith is the disavowal of any disconfirming evidence which allows actors to maintain their worldviews. …
A Critical Race Analysis of University Acts of Racial “Redress”
More historically White institutions of higher education are compelled to respond, in some way, to increased activism and awareness of continued legacies of racism and racial crises on campuses. The author suggests that how schools wrestle with their legacies of racism and/or respond to student demands to right racial wrongs on campus might be considered university acts of racial redress. Through a Critical Race Theory inspired chronicle, the aut…
Black Campus Life
Understanding Black students beyond resistance
Much of Black student life, understandably, is seen through a lens of resistance. Black people, given their societal position, are resistant in context. Yet, one cannot use resistance, by itself, to understand the expansive, dynamic nature of Black student life – even in otherwise constricting contexts. In this paper, I wrestle with the central question of how might we understand Black life beyond resistance? This is not to suggest that racism so…
Black Students and Positive Racialized Emotions
Black students attending historically White institutions of higher education (HWIs) experience the full spectrum of emotions. Given the permanence of racism and Black collegians’ inequitable experiences at HWIs much research focuses on Black students’ negative emotions as a result of racist conditions. Little research, however, examines Black students’ positive emotions and feelings on campus. This paper centers on affect, exploring how Black stu…
University Memorials and Symbols of White Supremacy
Universities across the globe continue to reckon with memorialization and symbolism tied to racist histories. In this paper, the author uses Critical Race methodology to examine how 23 Black undergraduate students at the University of Cincinnati interpret and experience one such symbol—the namesake of an enslaver—memorialized throughout campus. The enslaver, Charles McMicken, bequeathed money for what would become the University of Cincinnati exp…
The Counter-Deficit Lens in Educational Research
Deficit framings of marginalized students, though maintaining widespread social influence, are thoroughly condemned in recent educational scholarship. The goal of this “counter-deficit” scholarship is to challenge racism in schools and improve opportunities for marginalized youth. To meet the lofty ambition of racial equity in education, how scholarship understands racial oppression is a central concern. Sociologists of race have emphasized the d…
The Summer Before College
Often without guidance in completing college-related tasks, first-generation students face unique challenges during the summer before college. This case study investigates this critical time period by studying a cohort of 33 newly graduated students from the same urban, public high school. Guided by social capital, college readiness, and nepantla frameworks, results shed light on students’ barriers and pathways to transitioning to postsecondary e…
Counselors as Social Justice Advocates
A phenomenological study was conducted to determine how counselors are experiencing engagement in social justice advocacy. Participants included seven (N = 7) licensed clinical counselors in the United States. Several themes emerged from the data: social justice advocacy as part of counselor professional identity, experiences of emotional discomfort and gratification, advocacy in action on a micro-, mezzo-, and macro-level, skills utilized to be …
Digital Black placemaking
Studying Black Student Life on Campus
This essay outlines how Black placemaking, a sociological framework used to study Black residents in urban contexts, might be used to study Black students’ experiences at historically White institutions (HWIs) of higher education. Black placemaking engages with the intersection of Blackness, place, structure, and agency. The author argues that this framework has the potential to more expansively study Black students’ lives, experiences, and mecha…
Denying Pathology While Implying It? Avoiding Person-Centered Pathology Traps in Counter-Deficit Research
Pathological thinking surrounding disenfranchised and marginalized communities remains a problem in education policy, popular discourse, and research on marginalized communities. Scholars employ a host of frameworks to challenge such pathological thinking, often through the language of deficits. We argue that in an effort to refute pathological thinking about marginalized communities, counter-deficit frameworks potentially rely on a different log…
Can the battle for the black mind be won
Policing Black Life
Sociology (13 obras) · Critical Race Theory in Education (12 obras) · Gender Studies (11 obras) · Political science (10 obras) · Racism (10 obras) · Higher Education Research Studies (9 obras) · Higher education (8 obras) · Law (8 obras) · Critical race theory (7 obras) · Psychology (7 obras)